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English Literature and Composition

Luther Burbank High School


2017-2018 SYLLABUS

Course Description:
The course in AP English Literature and Composition is designed as a rigorous freshman college/university course that
engages students in the careful reading and critical analysis of imaginative literature (45). By the end of the year, you
will have studied works written in several genres by both British and American authors from the sixteenth century to the
present and will have written extensively and critically on what you have read [SC1]. Though the literature and the
learning are of primary importance, those enrolled in AP English Literature are expected to take the AP Exam in
English Literature and Composition administered Wednesday, May 9, 2018.

A student who earns a grade of 3 or higher on the exam (3=Qualified, 4=Well Qualified, 5=Extremely Well Qualified)
will be granted college credit at many colleges and universities throughout the United States. It is to that end that the AP
course aims to prepare students with the skills and vocabulary required to handle any literary passage with confidence.
The English Literature and Composition exams are given in separate sessions and follow essentially the same format,
although with different emphases. Student who do not participate in Mays AP English Literature Exam will receive
3 zeroes in this course.

Late Work: Penalties for late work will be


in accordance with the following policy: SAISD Grading Policy
Semester Exams=15% of total semester grade
First Semester:
1 day late = loss of 1 grade on the
assignment (Example: a "B" will drop
to a "C")
40%
2 days late = loss of 2 grades (Example:
a "B" will drop to a "D") 3-5 days late = 60%
50% (F) for the assignment
Longer than 5 days late = Zero for the
assignment
Second Semester:
No late work will be accepted, except in Assessments: Tests, Projects, Quizzes, and Essays
cases of unforeseen events and Assignments: Daily Work (this includes participation) & Homework
circumstances.

Understandings: Essential Questions:


What will students understand (about what big ideas) as a result What arguable, recurring, and thought- provoking questions will
of the unit? Students will understand that: guide inquiry and point toward the big ideas of the unit?

Literature provides a mirror to help us understand How does literature help us understand others and
others and ourselves. ourselves?
Writing is a form of communication across the ages. How has writing become a communication tool across
Literature reflects the human condition. the ages?
Literature deals with universal themes, i.e., man vs. How does literature reflect the human condition?
man, man vs. nature, man vs. self, man vs. God. How does literature express universal themes?
Literature reflects its times social, cultural, and
historical values.

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To carefully read and critically analyze imaginative literature.
To understand the way writers use language to provide meaning and pleasure.
To consider a works structure, style, and themes as well as such smaller scale

Course
elements as the use of figurative language, imagery, symbolism, and tone. [SC3 &
SC 4]
To study representative works from various genres and periods (from the
Goals sixteenth to the twentieth century) and to know a few works extremely well.
To understand a works complexity, to absorb richness of meaning, and to
analyze how meaning is embodied in literary form.
To consider the social and historical values a work reflects and embodies.
To write, focusing on critical analysis of literature including expository,
analytical, and argumentative essays as well as creative writing to sharpen understanding of writers
accomplishments and deepen appreciation of literary artistry. [SC7, SC8, SC9, SC10]
To become aware of, through speaking, listening, reading, and, chiefly, writing, the resources of language:
connotation, metaphor, irony, syntax, and tone.

Writing Expectations
As this is a literature and composition course, you will be expected to use every assignment that involves writing and
rewriting to practice your best composition skills. Composition assignments will include: statements, paragraphs, timed
writes (essay tests), and formal essays (personal, expository, and argumentative). [SC5 & SC6] No matter the kind of
writing assigned, your best composition skills should be practiced. We will work with various composition constructions,
Standard Written English, sentence variety, and word choice. [SC11 & SC12]
Many times you will be asked for your opinion or idea about an aspect of a work of literature. You
will post these to a discussion board. Please use complete sentences with clear support for your ideas.
All assignments for formal papers will include a specific grading rubric. We will go over the rubrics
prior to submitting papers and review expectations for the particular composition or paper. Please
consult each rubric carefully before submitting your work. You will be expected to rewrite larger
papers and literary analyses after you receive feedback.
You will complete timed writes (essay tests) and feedback. [SC5 & SC6] These will be scoring guides as used by the AP
English Literature and Composition Exam for that specific question. You will be expected to rewrite larger papers and
literary analyses after you receive feedback. [SC11, SC12, SC13, SC14 & SC15]

Grammar and usage: As a senior in an AP English Literature and Composition course, you should have a good command
of Standard Written English. There will be mini-lessons throughout the course dealing with complex grammar and usage
issues, sentence constructions, and diction. Occasionally you may need some additional help with this. [SC11 & SC12]

Preliminary list of novels, dramas, and anthologized material: [SC1]

Bedford Introduction to Literature, Michael Meyer


Wuthering Heights-Emily Bronte
Invisible Man-Ralph Ellison
The Stranger-Albert Camus Required Texts
Slaughterhouse Five-Kurt Vonnegut
The Poisonwood Bible-Barbara Kingsolver and Materials
Death of a Salesman-Arthur Miller
King Lear-Shakespeare
Short fiction and essays as selected
Poetry as selected

In the AP English Literature course, the student should consider obtaining a personal copy of the various novels, plays,
epics, poems, and short fiction used in the course. You may purchase copies from a local new or used bookstore, or from
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an online book source. If available, you may check out books from your schools English department. All titles may also
be found in the local library branches. Some of the works used can also be accessed online.

Unit One
Short Prose Fiction Study
Unit Overview Description
The focus here is to help students understand a diversity of writing styles in short-fiction prose to lay the groundwork for
later studies. The analysis will be geared toward close reading strategies and genre-related literary elements. The writing
focus will be towards helping students understand the patterns a writer uses in creating powerful fiction.
Vocabulary
Point-of-view, plot, theme, characterization, conflict, tone, mood, climax, comedy, protagonist, antagonist, connotation,
denotation, symbolism, irony, paradox, satire, archetypes, motif, allusions
College Board Student Learning Objectives (CB-SLO)
RO 1 Students will have read works from several genres and periodsfrom the 16th to the 21st century
RO 2 Students will have gotten to know a few works well
RO 3 Students will analyze how text meaning is embodied in literary form
RO 4 Students will reflect on the social and historical values a text reflects and embodies
RO 5 Students will pay careful attention to both textual detail and historical context
RO 6 a Close reading engagement via Experience, meaning: the subjective dimension of reading and responding to
literary works, including precritical impressions and emotional responses
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary works through close reading to
arrive at an understanding of multiple meanings
RO 6 c Close reading engagement via Evaluation, meaning: an assessment of the quality and artistic achievement of
literary works and a consideration of their social and cultural values
RO 7 Students will experience, interpret and evaluate diverse authors
RO 8 Students will have familiarity with Biblical, Greek and Roman mythology central to Western literature
WO 1 Writing to Understand a literary work may involve: writing response and reaction papers, along with annotation,
freewriting and keeping some form of a reading journal [SC7]

WO 2 Writing to Explain a literary work involves: analysis and interpretation and may include writing brief focused
analyses on aspects of language and structure[SC2, SC 3, SC 4]

WO 3 Writing to Evaluate a literary work involves: making and explaining judgments about its artistry and exploring its
underlying social and cultural values through analysis, interpretation and argument [SC2, SC 3, SC 4, SC9]

WO 4a Students engage in writing that includes expository, analytical, and argumentative essays [SC8, SC 9]

WO 8 Students engage in some writing assignments that require them to write effectively under time constraints they
encounter on essay exams in college courses in many disciplines, including English [SC2, SC 3, SC 4]

Measuring Student Mastery of the Objectives


Timed Writings using released exam prompts, formative assessments including GRR Exemplars, and various other
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measures determined by the CollegeBoard Pilot Initiative and to be determined by AP English Lit. PLC. Student writing
will receive peer and teacher revision feedback to be incorporated in final drafts. [SC13, SC14, SC15]

Unit Two
Critical Perspective Study

Unit Overview Description


Students engage with at least three different critical perspectives (i.e. Freud/Psychoanalysis, Feminism and Gender and
Economic/Marxist) in an effort to recognize the various approaches to literature and foster a deep understanding of texts.
Vocabulary
Varies depending on which perspective is being used and from what source
College Board Student Learning Objectives (CB-SLO)
TO 1 Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for
their readers
TO 2 a Students consider a works structure, style and themes
TO 2 b Students consider a works figurative language, imagery, symbolism and tone
TO 3 Students engage in intensive study of representative works from various genres and periods, concentrating on
works of recognized literary merit
TO 4 Students close reading should be accompanied by thoughtful discussion and writing about works in the company
of ones fellow students
TO 5 The writing that students produce in the course reinforces their reading. Since reading and writing stimulate and
support one another, they are taught together in order to underscore both their common and their distinctive elements
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary works through close reading to
arrive at an understanding of multiple meanings
RO 7 Students will experience, interpret and evaluate diverse authors
RO 8 Students will have familiarity with Biblical, Greek and Roman mythology central to Western literature
WO 7 Students engage in much writing that involves an extended discourse in which students develop an argument or
present analysis at length. [SC9, SC 10]

WO 8 Students engage in some writing assignments that require them to write effectively under time constraints they
encounter on essay exams in college courses in many disciplines, including English [SC2, SC 3, SC 4]
Measuring Student Mastery of the Objectives
Timed Writings using released exam prompts, formative assessments including GRR Exemplars, and a summative
assessment: the Critical Perspective/Close Reading Essay. The Essay should be a lengthy processed paper, of about 5-10
pages typed in which students are asked to examine a text or texts (e.g. a short story, series of short stories or longer book-
length work) using a critical perspective of their choice. The essay will require a rough draft and a final draft with
incorporated feedback. [SC13]

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Unit Three
Class Novel (19th century, Modern, Contemporary/Postmodern)
Unit Overview Description
Students engage with a lengthy work for a deeper understanding of literary elements and an appreciation of a writers craft
over a longer plot structure
Vocabulary
Point-of-view, plot, theme, characterization, conflict, tone, mood, climax, comedy, protagonist, antagonist, connotation,
denotation, symbolism, irony, paradox, satire, archetypes, motif, allusions
College Board Student Learning Objectives (CB-SLO)
TO 1 Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for
their readers
TO 2 a Students consider a works structure, style and themes
TO 2 b Students consider a works figurative language, imagery, symbolism and tone
TO 3 Students engage in intensive study of representative works from various genres and periods, concentrating on
works of recognized literary merit
TO 4 Students close reading should be accompanied by thoughtful discussion and writing about works in the company
of ones fellow students
TO 5 The writing that students produce in the course reinforces their reading. Since reading and writing stimulate and
support one another, they are taught together in order to underscore both their common and their distinctive elements
RO 2 Students will have gotten to know a few works well
RO 6 a Close reading engagement via Experience, meaning: the subjective dimension of reading and responding to
literary works, including precritical impressions and emotional responses
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary works through close reading to
arrive at an understanding of multiple meanings
RO 6 c Close reading engagement via Evaluation, meaning: an assessment of the quality and artistic achievement of
literary works and a consideration of their social and cultural values
RO 7 Students will experience, interpret and evaluate diverse authors
WO 8 Students engage in some writing assignments that require them to write effectively under time constraints they
encounter on essay exams in college courses in many disciplines, including English [SC2, SC 3, SC 4]
Measuring Student Mastery of the Objectives
Timed Writings using released exam prompts, formative assessments including GRR Exemplars, and various other
measures determined by the CollegeBoard Pilot Initiative and to be determined by AP English Lit. PLC. Student writing
will receive peer and teacher revision feedback to be incorporated in final drafts. [SC13, SC14, SC15]

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Unit Four
Class Play
Unit Overview Description
Students engage with a lengthy work for a deeper understanding of literary elements and an appreciation of a writers craft
over a longer plot structure. Students also appreciate the idiosyncrasies of Shakespeare and the literary elements of the
play structure.
Vocabulary
Point-of-view, plot, theme, characterization, conflict, tone, mood, climax, comedy, protagonist, antagonist, connotation,
denotation, symbolism, irony, paradox, satire, archetypes, motif, allusions, soliloquy, aside, hamartia/tragic flaw, dramatic
irony, tragic hero, character foils, catharsis, iambic pentameter, sound devices, blank verse, rhyme, acts, scene, Freytags
Pyramid, puns, exposition
College Board Student Learning Objectives (CB-SLO)
TO 1 Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for
their readers
TO 2 a Students consider a works structure, style and themes
TO 2 b Students consider a works figurative language, imagery, symbolism and tone
TO 3 Students engage in intensive study of representative works from various genres and periods, concentrating on
works of recognized literary merit
TO 4 Students close reading should be accompanied by thoughtful discussion and writing about works in the company
of ones fellow students
TO 5 The writing that students produce in the course reinforces their reading. Since reading and writing stimulate and
support one another, they are taught together in order to underscore both their common and their distinctive elements
RO 2 Students will have gotten to know a few works well
RO 6 a Close reading engagement via Experience, meaning: the subjective dimension of reading and responding to
literary works, including precritical impressions and emotional responses
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary works through close reading to
arrive at an understanding of multiple meanings
RO 6 c Close reading engagement via Evaluation, meaning: an assessment of the quality and artistic achievement of
literary works and a consideration of their social and cultural values
RO 7 Students will experience, interpret and evaluate diverse authors
WO 8 Students engage in some writing assignments that require them to write effectively under time constraints they
encounter on essay exams in college courses in many disciplines, including English [SC2, SC 3, SC 4]
Measuring Student Mastery of the Objectives
Timed Writings using released exam prompts, formative assessments including GRR Exemplars, and various other
measures determined by the CollegeBoard Pilot Initiative and to be determined by AP English Lit. PLC. Student writing
will receive peer and teacher revision feedback to be incorporated in final drafts. [SC13, SC14, SC15]

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Unit Five
Poetry Study
Unit Overview Description
Students read various poems from various poets to understand and appreciate the uniqueness of poetic elements and
structures
Vocabulary
Point-of-view, theme, characterization, conflict, tone, mood, climax, connotation, denotation, symbolism, irony, paradox,
satire, archetypes, motif, allusions
Alliteration, assonance, consonance, euphemism, hyperbole, understatement, types of rhyming patterns, syntactical
structures, imagery, cacophony, euphony, onomatopoeia, blank verse, free verse, couplet, quatrain, volta, enjambment,
synesthesia
College Board Student Learning Objectives (CB-SLO)
TO 1 Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for
their readers
TO 2 a Students consider a works structure, style and themes
TO 2 b Students consider a works figurative language, imagery, symbolism and tone
TO 3 Students engage in intensive study of representative works from various genres and periods, concentrating on
works of recognized literary merit
TO 4 Students close reading should be accompanied by thoughtful discussion and writing about works in the company
of ones fellow students
TO 5 The writing that students produce in the course reinforces their reading. Since reading and writing stimulate and
support one another, they are taught together in order to underscore both their common and their distinctive elements
RO 2 Students will have gotten to know a few works well
RO 6 a Close reading engagement via Experience, meaning: the subjective dimension of reading and responding to
literary works, including precritical impressions and emotional responses
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary works through close reading to
arrive at an understanding of multiple meanings
RO 6 c Close reading engagement via Evaluation, meaning: an assessment of the quality and artistic achievement of
literary works and a consideration of their social and cultural values
RO 7 Students will experience, interpret and evaluate diverse authors
WO 8 Students engage in some writing assignments that require them to write effectively under time constraints they
encounter on essay exams in college courses in many disciplines, including English [SC2, SC 3, SC 4]

Measuring Student Mastery of the Objectives


Timed Writings using released exam prompts, formative assessments including GRR Exemplars, and various other
measures determined by the CollegeBoard Pilot Initiative and to be determined by AP English Lit. PLC. Student writing
will receive peer and teacher revision feedback to be incorporated in final drafts. [SC13, SC14, SC15]

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Unit Six
Poetry Writing
Unit Overview Description
Students understand creative writing by writing creatively. Authorial intent, form and structure is learned through
imitation.
Vocabulary
Point-of-view, theme, characterization, conflict, tone, mood, climax, connotation, denotation, symbolism, irony, paradox,
satire, archetypes, motif, allusions
Alliteration, assonance, consonance, euphemism, hyperbole, understatement, types of rhyming patterns, syntactical
structures, imagery, cacophony, euphony, onomatopoeia, blank verse, free verse, couplet, quatrain, volta, enjambment,
synesthesia
College Board Student Learning Objectives (CB-SLO)
WO 1 Writing to Understand a literary work may involve: writing response and reaction papers, along with annotation,
freewriting and keeping some form of a reading journal[SC7]
WO 2 Writing to Explain a literary work involves: analysis and interpretation and may include writing brief focused
analyses on aspects of language and structure[SC2, SC 3, SC 4]
WO 3 Writing to Evaluate a literary work involves: making and explaining judgments about its artistry and exploring its
underlying social and cultural values through analysis, interpretation and argument [SC2, SC 3, SC 4]
WO 4b Well-constructed creative writing assignments help students see from the inside how literature is written [SC13]
WO 6 a Students develop stylistic maturity via a wide-ranging vocabulary used with denotative accuracy and connotative
resourcefulness
WO 6 b Students develop stylistic maturity via a variety of sentence structures, including appropriate use of subordinate
and coordinate constructions [SC12]
WO 6 c Students develop stylistic maturity via a logical organization, enhanced by specific techniques of coherence such
as repetition, transitions, emphasis [SC13]
WO 6 d Students develop stylistic maturity via a balance of generalization with specific illustrative detail
WO 6 e Students develop stylistic maturity via an effective use of rhetoric, including controlling tone, maintaining a
consistent voice, and achieving emphasis through parallelism and antithesis [SC13, SC15]

Measuring Student Mastery of the Objectives


Students write several poems imitating classic and contemporary structures and read them in front of their peers.
Performance is publication. Student writing will receive peer and teacher revision feedback to be incorporated in final
drafts. [SC13, SC14, SC15]
Unit Seven
AP Exam Review

Unit Overview Description


Immediately before the exam, students review content and strategies for the highest chance of success

Vocabulary (the following is a MINIMUM, teachers are encouraged to supplement as needed)

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Point-of-view, theme, characterization, conflict, tone, mood, climax, connotation, denotation, symbolism, irony, paradox,
satire, archetypes, motif, allusions

Alliteration, assonance, consonance, euphemism, hyperbole, understatement, types of rhyming patterns, syntactical
structures, imagery, cacophony, euphony, onomatopoeia, blank verse, free verse, couplet, quatrain, volta, enjambment,
synesthesia

College Board Student Learning Objectives (CB-SLO)


TO 1 Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for
their readers
TO 2 a Students consider a works structure, style and themes
TO 2 b Students consider a works figurative language, imagery, symbolism and tone
TO 3 Students engage in intensive study of representative works from various genres and periods, concentrating on
works of recognized literary merit
TO 4 Students close reading should be accompanied by thoughtful discussion and writing about works in the company
of ones fellow students
TO 5 The writing that students produce in the course reinforces their reading. Since reading and writing stimulate and
support one another, they are taught together in order to underscore both their common and their distinctive elements
RO 6 b Close reading engagement via Interpretation, meaning: an analysis of literary works through close reading to
arrive at an understanding of multiple meanings
RO 8 Students will have familiarity with Biblical, Greek and Roman mythology central to Western literature
WO 8 Students engage in some writing assignments that require them to write effectively under time constraints they
encounter on essay exams in college courses in many disciplines, including English [SC2, SC 3, SC 4]

Measuring Student Mastery of the Objectives


Students engage in the various GRR exemplars listed above as well as short writing assessments tied with those activities.

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