AP+Literature

*Discussion of setting, characters, plot, themes, motifs and symbols *Informal research on historical/cultural context presented orally by students *Response-reaction writing on our blog *Comprehension test *Writing Workshop: review of the writing process *Literary essay: explicating theme in Dostoevsky *Teacher/student consultation: assessing and correcting graded student writing in one-on-one conferences with teacher. || Reading comprehension; skill in literary analysis and evaluation; skill in producing literary essay || //Crime and Punishment// by Fyodor Dostoevski
 * ~ Unit ||~ Start Date (duration) ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ Supporting / Supplementary Materials ||~ Assessment ||~  ||
 * Unit 1: The Novel ||  mid Aug. to end of Sept . || What do we need to know to read a novel well? Social and historical context: What do we need to know and/or look for? How do novels of ideas dramatize political and philosophical positions and what are the positions at play in this novel? Characterization: in what ways do the characters in the novel exhibit psychological realism and in what way are they allegorical ciphers? How do we infer the narrator's attitude towards individual characters? Mood and setting: how are interior states of mind and the author’s biases made manifest in this novel’s descriptions of the physical world? || Reading //Crime and Punishment.//

//Writing Themes About Literature// by Jenny Sullivan, || Internet research || *Comprehension quiz *Oral context presentation <span style="font-family: Georgia,serif; font-size: 80%;">*Reaction/response comments on blog <span style="font-family: Georgia,serif; font-size: 80%;">*Comprehension test <span style="font-family: Georgia,serif; font-size: 80%;">*Literary essay <span style="font-family: Georgia,serif; font-size: 80%;">*Teacher/student consultation: assessing and correcting graded student writing in one-on-one conferences with teacher. These conferences provide an opportunity for the teacher not only to discuss the weaknesses of an essay’s content and suggest strategies for improvement, but also to discuss and explain weaknesses in style and sentence structure. || COMMON CORE

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W7 W8 W8 || || <span style="font-family: Georgia,serif; font-size: 80%;">*Grade tests and analyze results ||  ||
 * <span style="font-family: Georgia,serif; font-size: 10pt;"> Unit 2: The Test || <span style="font-family: Georgia,serif; font-size: 60%;">Oct. 1-10.. || <span style="font-family: Georgia,serif; font-size: 10pt;">What does the AP test consist of and look like? How much time is allotted for each part of the test? How did I do on a first trial run, and what will I need to learn to do well on it? || <span style="font-family: Georgia,serif; font-size: 10pt;">Take first practice test under timed conditions. || <span style="font-family: Georgia,serif; font-size: 80%;">Test-taking || <span style="font-family: Georgia,serif; font-size: 80%;"> AP model test 1 ||
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Unit 3: Poetry || <span style="font-family: Georgia,serif; font-size: 60%;">Oct. 10 - Thanksgiving || <span style="font-family: Georgia,serif; font-size: 10pt;">What are some basic types of poems? What different techniques do we need to apply to unlock the meaning of different types of poems? How important is the literal meaning of a poem? How can we use paraphrase to establish a precise literal meaning when reading a poem? How can we learn which types of exegesis to apply to which types of poems? How can we understand and evaluate poetry of ideas and argument? How can we best understand and evaluate poetry that speaks through the manipulation of symbols? How do we navigate poems that accrue meaning associatively rather than logically? What are some of the terms used to classify figurative language in poetry? How is the music of poetry technically orchestrated and organized in such forms as ballads and sonnets? What are some basic poetic forms of rhyme and rhythm in English poetry? What types of poems dominate English language poetry from the Renaissance to the present || <span style="font-family: Georgia,serif; font-size: 10pt;">Reading and discussing selected poems from the Renaissance through the 20thcentury. Class discussion of all poems with reference to meaning, purpose, structure, voice, mood, tone, figurative language, musical elements.

<span style="font-family: Georgia,serif; font-size: 10pt;">Ballads <span style="font-family: Georgia,serif; font-size: 80%;">"Maddie Groves"

<span style="font-family: Georgia,serif; font-size: 12.8px;">Poetry of Ideas and Argument: <span style="font-family: Georgia,serif; font-size: 80%;">Shakespeare’s “Sonnet 129,” Ben Jonson’s “On My First Son,” Robert Herrick’s “To the Virgins, to Make Much of Time,” George Herbert’s “Virtue,” and “Hope,” and Percy Bysshe Shelley’s “Ozymandias.”

<span style="font-family: Georgia,serif; font-size: 10pt;">Poetry Based on the Manipulation of Symbols: <span style="font-family: Georgia,serif; font-size: 80%;">William Blakes’s “Sick Rose,” John Keats’ “La Belle Dame Sans Merci,” Rilke’s “The Panther,” W. B. Yeats’ “The Second Coming” T.S. Elliot’s “The Hollow Men,” Cesar Vallejo’s “There Are Some Blows,” and James Dickey’s “The Heaven of Animals.”

<span style="font-family: Georgia,serif; font-size: 80%;"> Poetry Based on the Manipulation of Emotion through Imagery and Music: Anonymous’, “Western Wind,” Alfred Lord Tennyson’s “Break, Break, Break,” John Keats’ “Ode to a Grecian Urn,” Emily Dickinson’s “After Great Pain,” Ezra Pound’s “The River Merchant’s Wife: A Letter,” and Dylan Thomas’ “Do Not Go Gentle Into That Good Night.”

<span style="font-family: Georgia,serif; font-size: 10pt;">Paraphrasing exercises.

<span style="font-family: Georgia,serif; font-size: 10pt;">Group presentations of exegesis of assigned poems.

<span style="font-family: Georgia,serif; font-size: 10pt;">Response-reaction writing on blog.

<span style="font-family: Georgia,serif; font-size: 10pt;"> Creative writing assignments, collective and individual: understanding meter, rhyme and figurative language by employing it in verse of our own devise; also imitation (i.e. imitate a Dickinson poem).

<span style="font-family: Georgia,serif; font-size: 10pt;">Translation Project: translating poem from Hebrew to English || <span style="font-family: Georgia,serif; font-size: 80%;">Learning to paraphrase.

<span style="font-family: Georgia,serif; font-size: 80%;">Recognizing poetic forms: ballad, Elizabethan sonnet, Italian sonnet.

<span style="font-family: Georgia,serif; font-size: 80%;">Understanding rhyme and rhythm: iambs and trochees, couplets and quatrains, annotating stress and rhyme scheme.

<span style="font-family: Georgia,serif; font-size: 80%;">Reviewing figurative language, its terminology and function.

<span style="font-family: Georgia,serif; font-size: 80%;">Navigating symbolic systems in poetry.

<span style="font-family: Georgia,serif; font-size: 80%;">Mechanics of quotation from poems.

<span style="font-family: Georgia,serif; font-size: 80%;">Writing essays of explication of poetry

<span style="font-family: Georgia,serif; font-size: 80%;">Translating poetry || <span style="font-family: Georgia,serif; font-size: 80%;">Elements of Literature (Great Britain)

<span style="font-family: Georgia,serif; font-size: 80%;">Chapters 2 and 3, //Writing Themes about Literature// || <span style="font-family: Georgia,serif; font-size: 80%;">Teacher hand-outs of poems || <span style="font-family: Georgia,serif; font-size: 80%;">*Blogging reaction- response entries on poems <span style="font-family: Georgia,serif; font-size: 80%;">*Writing essays of explication of selected poems. <span style="font-family: Georgia,serif; font-size: 80%;">*Literary essay: Extended explication and analysis of a poem including exegesis, themes, symbolic systems, structure, and poetic techniques. <span style="font-family: Georgia,serif; font-size: 80%;">*Unit Test: Questions on poems we have studied. Paraphrasing and explicating unfamiliar poems <span style="font-family: Georgia,serif; font-size: 80%;">*Teacher-student consultations || RL 1 RL 7 RL 9 RL 10

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W2 W4 W5 || <span style="font-family: Georgia,serif; font-size: 12.8px;">their satiric purpose, targets, and historical context: <span style="font-family: Georgia,serif; font-size: 80%;">*Voltaire’s //Candide// <span style="font-family: Georgia,serif; font-size: 80%;">*Joseph Heller’s //Catch-22// <span style="font-family: Georgia,serif; font-size: 80%;">*Oscar Wilde’s //The Importance of Being Ernest,// <span style="font-family: Georgia,serif; font-size: 80%;">Jonathan Swift’s “A Modest Proposal”
 * <span style="font-family: Georgia,serif; font-size: 10pt;">Unit 4: Satire || <span style="font-family: Georgia,serif; font-size: 60%;">Thanksgiving to Midterm Exams || <span style="font-family: Georgia,serif; font-size: 10pt;">What is comedy? What is satire? What is the purpose of satire? What are the basic types of satire? What are the specific strategies of satire? What is being satirized in the works we are reading? What is the relationship between pathos and satire? Why is satire such a successful and persistent form of persuasion (and entertainment)? || <span style="font-family: Georgia,serif;">Reading and discussing great works of satire to better understand

<span style="font-family: Georgia,serif; font-size: 12.8px;">Exploring the tension between pathos and satire and/or between serious intention and comic rendition in the works under consideration || <span style="font-family: Georgia,serif; font-size: 10pt;">Reading comprehension

<span style="font-family: Georgia,serif; font-size: 10pt;">How to ID tone of voice

<span style="font-family: Georgia,serif; font-size: 12.8px;">Learning literary terms associated with comedy and satire and the techniques used to create satirical effects in literature.

<span style="font-family: Georgia,serif; font-size: 12.8px;">Organizing and writing essays of analysis with emphasis on gathering evidence from texts to support close textual readings. || <span style="font-family: Georgia,serif; font-size: 80%;">//Candide// by Voltaire

<span style="font-family: Georgia,serif; font-size: 80%;">//Catch-22// by Joseph Heller

<span style="font-family: Georgia,serif; font-size: 80%;">"A Modest Proposal" by Jonathan Swft

<span style="font-family: Georgia,serif; font-size: 80%;">Chapter 3, //Writing Themes about Literature// || <span style="font-family: Georgia,serif; font-size: 80%;">//Times// book review of //Catch-22// and excerpts from critical essays on //Catch-22.// || <span style="font-family: Georgia,serif; font-size: 80%;">*Response-reaction writing on our blog. <span style="font-family: Georgia,serif; font-size: 80%;">*Unit test on books read and associated literary terminology. <span style="font-family: Georgia,serif; font-size: 80%;">*Literary essay: analyzing satiric strategies (specific topics and works examined determine <span style="font-family: Georgia,serif; font-size: 80%;">d by individual students).//*//Teacher stuent consultations || RL 1 RL 6 RL 7 RL 9 RL 10

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 * <span style="font-family: Georgia,serif; font-size: 10pt;">Unit 5: Drama || <span style="font-family: Georgia,serif; font-size: 60%;">Jan. 1- Feb. 15 || <span style="font-family: Georgia,serif; font-size: 10pt;">What is tragedy? What was Greek theater like? How did Aristotle define and analyze tragedy? How is his definition of tragedy informed by Sophocles’ Oedipus Rex? What do we think of Aristotle’s definition of tragedy when we apply it to works from other eras, including our own? To what extent is fatedness crucial to our sense of the tragic? What kinds of ignorance do we accept as tragic? What do we need to know about a culture or historical period in order to understand its drama? Are Othello, Macbeth, and Death of a Salesman tragedies and are their protagonists tragic heroes according to Aristotle? How has the conception of the tragic hero changed over time and what might have caused some of these changes? What are the philosophical, ethical, and psychological “truths” explored in the tragedies we read? || <span style="font-family: Georgia,serif;">Establish concept of tragedy and tragic hero: read and discuss selected passages from Aristotle’s //Poetics//

<span style="font-family: Georgia,serif;">Greek Tragedy: <span style="font-family: Georgia,serif; font-size: 80%;">*Greek theater: origin and description *Sophocles’ //Oedipus Rex// <span style="font-family: Georgia,serif; font-size: 80%;">*Discuss themes, concept of tragic hero, social milieu

<span style="font-family: Georgia,serif;">Renaissance Tragedy: <span style="font-family: Georgia,serif;">* Elizabethan Theater <span style="font-family: Georgia,serif; font-size: 80%;">*Read Shakespeare’s //Othello// <span style="font-family: Georgia,serif; font-size: 80%;">*Discuss themes, concept of tragic hero, social milieu <span style="font-family: Georgia,serif; font-size: 80%;">*Film versions of //Othello// <span style="font-family: Georgia,serif; font-size: 80%;">*Paraphrasing passages from Shakespeare.

<span style="font-family: Georgia,serif;">Modern Theater:

<span style="font-family: Georgia,serif; font-size: 80%;">*Read Arthur Miller’s //Death of a Salesman// <span style="font-family: Georgia,serif; font-size: 80%;">*Discuss themes, concept of tragic hero, social milieu, use of imagery and stagecraft. <span style="font-family: Georgia,serif;"> *Oral team presentations: social context and theme in // Death of a <span style="font-family: Georgia,serif; font-size: 80%;">Salesman. // || <span style="font-family: Georgia,serif;">Reading comprehension

<span style="font-family: Georgia,serif;">Understanding the conventions of drama

<span style="font-family: Georgia,serif;">Understanding the social context of drama

<span style="font-family: Georgia,serif; font-size: 12.8px;">Organizing and writing essays of literary analysis || <span style="font-family: Georgia,serif; font-size: 80%;">Selections from Aristotle’s //Poetics//

<span style="font-family: Georgia,serif; font-size: 80%;">//Oedipus Rex// by Sophocles

<span style="font-family: Georgia,serif; font-size: 80%;">//Othello// by William Shakespeare

<span style="font-family: Georgia,serif; font-size: 80%;">//Death of a Salesman// by Arthur Miller ||  || <span style="font-family: Georgia,serif; font-size: 80%;">*Content/reading comprehension quizzes <span style="font-family: Georgia,serif; font-size: 80%;">*Response/reaction writing on our blog. <span style="font-family: Georgia,serif; font-size: 80%;">*Analytic essay: Topics on themes in //Othello// <span style="font-family: Georgia,serif; font-size: 80%;">*Exam essay: Timed analytic essay on choice of topics on //Death of a Salesman// or on Aristotelian tragic hero. || RL 1 RL 2 RL 9 RL 10

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W4 W5 W6 || <span style="font-family: Georgia,serif;">*Alexander Pushkin's "The Ace of Hearts” *John Steinbeck’s “Breakfast” <span style="font-family: Georgia,serif;">*Anton Chekhov’s “The Grasshopper” <span style="font-family: Georgia,serif;">*Kate Chopin’s “Desiree’s Baby” <span style="font-family: Georgia,serif;">*Flannery O’Connor’s “Everything That Rises Must Converge” <span style="font-family: Georgia,serif;">*Nathaniel Hawthorne’s “Young Goodman Brown” <span style="font-family: Georgia,serif;">*Isaac Singer’s “Gimpel the Fool” <span style="font-family: Georgia,serif;">*Katharine Anne Porter’s “Maria Concepcion” <span style="font-family: Georgia,serif;">*Frederick Barthelme’s “Exotic. Nile” <span style="font-family: Georgia,serif;">Chinua Achebe's //Things Fall Apart//
 * <span style="font-family: Georgia,serif; font-size: 10pt;"> Unit 6: Short Story/Novel || <span style="font-family: Georgia,serif; font-size: 60%;">Feb. 15- March 31 || <span style="font-family: Georgia,serif; font-size: 10pt;">What is a short story? What are the roles of plot, characterization, setting, mood, symbols, tone of voice and point of view in creating meaning in a short story? What is meant by social and psychological realism in story-telling? How do some short stories slip the constraints of realism in reflecting “the way things are”? Why do this? What is magical realism? What strategies do short story authors employ to influence readers' perceptions and responses? What techniques do some short stories have in common with poetry? How do authors manipulate point of view to influence reader response? What is the difference between third person omniscioent and 3rd person limited points of view? How do we detect and characterize tone of voice? How can we recognize irony in short stories? What is the difference between dramatic irony and ironic tone in the narrative voice? || <span style="font-family: Georgia,serif;">Read, discuss, and interpret with attention to thematic and symbolic content, unity of effect, and degree of realism the following stories:

<span style="font-family: Georgia,serif;">Informal research/oral presentation: each class member will be assigned one of the short stories on our list and will research the author and historical/cultural context of the story and present his or her findings to the class.

<span style="font-family: Georgia,serif;">Discussion: analyzing theme, tone, mood, diction and other rhetorical techniques of story-telling || <span style="font-family: Georgia,serif;">Reading comprehension

<span style="font-family: Georgia,serif;">Interpretive skill

<span style="font-family: Georgia,serif;">Understanding social context of literature

<span style="font-family: Georgia,serif;">Understanding rhetorical strategy in literature

<span style="font-family: Georgia,serif;">Organzing and writing essays of literary explication. || <span style="font-family: Georgia,serif; font-size: 80%;">//Norton Anthology of World Literature//

<span style="font-family: Georgia,serif; font-size: 80%;">//Things Fall Apart// by Chinua Achebe || <span style="font-family: Georgia,serif; font-size: 80%;">Hand-outs and internet readings || <span style="font-family: Georgia,serif;">*C<span style="font-family: Georgia,serif; font-size: 80%;">omprehension quizzes <span style="font-family: Georgia,serif; font-size: 80%;">Response-reaction assignments on blog. <span style="font-family: Georgia,serif; font-size: 80%;">In-class, timed literary essays: one an explication of theme and the other a comparison of two stories. <span style="font-family: Georgia,serif; font-size: 80%;">Literary essay: essay of analysis of the use of setting and affect/ mood/ tone-of-voice/point-of-view to suggest theme when plot elements are minimal. <span style="font-family: Georgia,serif; font-size: 80%;">Teacher/student consultation || RL 1 RL 2 RL 3 RL 5 RL 7 RL 9 RL 10

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 * <span style="font-family: Georgia,serif; font-size: 10pt;">Unit 7: Test Taking || <span style="font-family: Georgia,serif; font-size: 60%;">April 1 -AP Test date || <span style="font-family: Georgia,serif; font-size: 10pt;">How can I hone my skills for the AP exam. How can I allocate time and minimize error on the multiple choice questions in the first part. How can I write more effective essays analyzing poems? How can I write more effective essays analyziing prose passages? How can I write more effective free response esssays based on my own independent reading? ||  ||   ||   ||   ||   || RI 1

W1 W2 W4 W5 W6 || RI 4 || <span style="font-family: Georgia,serif; font-size: 10pt;">Test Practice ||  || <span style="font-family: Georgia,serif; font-size: 10pt;">How can I hone my skills for the AP exam? How can I allocate time and minimize error on the multiple choice questions in the first part? How can I write more effective essays analyzing poems? How can I write more effective essays analyziing prose passages? How can I write more effective free response esssays based on my own independent reading.? || <span style="font-family: Georgia,serif;">*Short answer test practice <span style="font-family: Georgia,serif;">*Continued practice at AP 40 minute free response style assignments either in class or on blog site: <span style="font-family: Georgia,serif;">*responding to poems <span style="font-family: Georgia,serif;">*responding to prose passages <span style="font-family: Georgia,serif;">*constructing a thematic essay <span style="font-family: Georgia,serif;">*Critiquing free style responses in class || <span style="font-family: Georgia,serif;">Developing strategies to better answer AP multiple choice questions
 * <span style="font-family: Georgia,serif; font-size: 10pt;"> Ongoing: Vocabulary ||  || <span style="font-family: Georgia,serif; font-size: 10pt;"> How can I expand my vocabulary and practice new words so as to express myself more precisely? ||   ||   || <span style="font-family: Georgia,serif; font-size: 80%;">//Vocabulary for Achievement 5,// Lessons 1-15 ||   || <span style="font-family: Georgia,serif; font-size: 80%;">Vocabulary quizzes || RL 4
 * <span style="font-family: Georgia,serif; font-size: 10pt;"> Ongoing

<span style="font-family: Georgia,serif;">Writing focused and concise essays explicating themes and analyzing rhetorical devices in 40 minutes.

<span style="font-family: Georgia,serif;">Developing specific strategies and protocols for analyzing literature and writing free response essays. || __ || <span style="font-family: Georgia,serif; font-size: 80%;"> Model AP Test 2

<span style="font-family: Georgia,serif; font-size: 80%;">Hand outs || <span style="font-family: Georgia,serif; font-size: 80%;">AP objective questions graded for practice only and discussed. <span style="font-family: Georgia,serif; font-size: 80%;">AP practice free response essays graded. <span style="font-family: Georgia,serif; font-size: 80%;">Blogged essays graded for correct independently generated interpretation and skill in composition. || RL 2 RL 4

RI 1 RI 2 RI 3 RI 4 || <span style="font-family: Georgia,serif;">Grammar ||  || <span style="font-family: Georgia,serif;">How can I reduce grammatical errors that appear in my essays? || <span style="font-family: Georgia,serif;"> On as needed basis: agreement, verb tense, parallelism, placement of participles, economy of phrasing ||  || <span style="font-family: Georgia,serif; font-size: 80%;">Warriner's //Composition and English Grammar// ||   || <span style="font-family: Georgia,serif; font-size: 80%;">Evaluated through composition work || RL 4 RI 4 ||
 * <span style="font-family: Georgia,serif;">Ongoing