msolano@rowland.k12.ca.us
Martha Solano A-15 solanosclass@yahoo.com
626-965-3437 Ext. 3545
The CURRICULUM is designed to prepare students for the AP Literature AND IB national examinations. Success in passing these academically challenging tests usually results in college credit. Note: the required AP Literature exam is given in the spring at an approximate cost of $80.00. (A family’s income may qualify a student for greatly reduced fees.) The accelerated pace of the AP/IB class is similar to a college-level freshman analytical English literature course. Students develop skills which allow them to read critically, to write analytically, and to
participate actively in daily class discussions, debates, and oral presentations. Objectives of this course are to prepare students for the AP/IB examinations, to promote a greater appreciation of works of literary merit, and to
assist students in enriching their writing and communication styles. A strict Honors policy prohibiting the use of another source as one’s own will be enforced. Violation of this policy in the program could result in expulsion from the AP/IB program.
Perfume
Therese Raquin
Brothers Karamazov
Poetry Selections
Moby Dick
Frankenstein
Maus I
Patrick Suskind
Emile Zola
Mary Shelley
Art Spiegelman
Fyodor Dostoevsky
Sound and Sense Perrine and Arp
Herman Melville
Work in Translation
Work in Translation
Work in Translation
Poetry
Novel - American
Novel - British
Graphic Novel
Maus II
Macbeth
Art Spiegelman
William Shakespeare
Graphic Novel
Drama
Other Works explored in total or in part by students may include: Short One Act Plays by Albee and Valdez,
Selection of Short Stories (Perrine), Edith Hamilton’s Mythology and the initial chapter of The Dictionary of Cultural
Literacy (“The Bible”).

In considering our AP curriculum and literary works, it is important to note:
Our high school embraces the two year Higher Level IB English (International Baccalaureate) program in conjunction with the AP English Literature program taught during the senior year thereby providing a broad spectrum of works from a variety of genre spanning British, American, and World Literature from the ancient world (Classical Greece), and including but not restricted to the 16 th century to the present. Juniorr students benefit from a rich foundation of AP caliber literary works which will be enhanced with the study of the following works their senior year in AP/IB English:
Hamlet (Shakespeare)
Wuthering Heights (Bronte)
The Poetry of Emily Dickinson (Dickinson)
The Merchant of Venice (Shakespeare)
Pygmalion (Shaw)
Dr. Faustus (Marlowe)
Death and the Maiden (Dorfman)
OTHER SOURCES consulted or employed in the course:
Handbook of Literary Terms---Abrams
MLA Handbook for Writers of Research Papers---Gibaldi
Sound and Sense---Perrine and Arp
Greek Mythology---Edith Hamilton
The Bible
Grammar is taught extensively in the first year (junior) of the IB higher level English program and reviewed in the second year (senior)
Vocabulary handouts include: college level lists from individual literary works studied in context, lists of academic language, literary terms lists, and lists of writing skill words such as transition words or rhetorical devices. In considering our AP curriculum and literary works, it is important to note:
Other Handouts may include a variety of topics such as archetypes, sample examples of literary terms and analytical techniques, outlines, rubrics, debate formats, dialectical journaling etc.
Supplements to core literature:
DVDs of dramatized plays such as Macbeth and Hamlet have proven beneficial when presented with strategic pauses to allow for student/ teacher enrichment commentary. Poetry readings may also be presented effectively

as models of the joy of reading poetry aloud and to enhance appreciation for the poet’s use of such traits as alliteration, assonance, repetition etc.
Attendance at live play productions is encouraged and often part of the program, funds permitting.
GRADING:
All assignments and participation will be given a point value. Grades, at the conclusion of a grading period, will be based on a cumulative point system and the resulting percentage. (Student progress will also be posted at various intervals between school report cards so that students may closely monitor and assume ownership for their personal progress). Students are apprised of the grading scale by handout the first days of school.
Student Guidelines Regarding Absenteeism or late submission of work: To the Student:
If you are absent the day an assignment is due, send it with a parent / trusted friend or Email it to me directly.
(Always save a copy) Late assignments may be accepted under special circumstances but will usually receive a grade reduction, or in many cases, little or no credit.
I would suggest that you secure the phone numbers of several classmates from whom you can obtain notes and daily assignments so that work may be submitted when you re-enter class---unless, of course, you’ve been seriously ill.
It is imperative that missed assignments, quizzes, and tests are promptly addressed. See teacher on the day of return to coordinate efforts.
Any form of plagiarism, cheating, copying, or other violations of the Honor Code will not be tolerated (See school policies and honor code guidelines)
SUMMER EXPECTATIONS---All Junior AP students are required to do summer reading to facilitate full and timely accomplishment of the AP reading and writing requirements.
All incoming AP juniors for the 2012-13 school year will receive a packet of information containing the syllabus, a contract requiring student and parent signatures, various AP informational handouts including an AP composition rubric and other pertinent aids.
A VIEW OF APPROACHES FOR OUR SCHOOL YEAR---
Please note: Works will be studied in depth, giving consideration to numerous areas of literary analysis using literary terms as applicable and investigating various rhetorical devices employed by authors to create meaning.
Cross-textual discussion will be encouraged, that is, discussion of all works at any time comparing one to another on the bases of literary elements such as theme, symbolism, allusion, focus etc.
Emphasis will be placed on DISCUSSION of the works as well as on written assessment. It is this teacher’s contention that works cannot be understood, internalized, and written about unless and until they are discussed in a classroom environment allowing the free exchange of ideas. Because the AP program encompasses the two year
IB program, students have been provided with a “practice” year of discussion and debate on the topic or work at hand. The classroom environment will be arranged to facilitate open discussion within the entire class, or in

groups, or with some leadership by teacher. Periodically the teacher needs to opt out of the discussion and allow it to “run” itself with strong students leading the class. The teacher’s role further is to provide opportunities for the less articulate or less extroverted students to consistently contribute to class discussions. Various techniques will be applied. It is also this teacher’s contention that students must be allowed to investigate risky or contrary opinions on the literary works and their meanings. Although the teacher must ask and guide with leading questions, those questions themselves should not entail an “answer,” a yes/no choice, or a perceived bias on teacher’s part. Daily participation scores will be part of the student’s grade. “Participation” takes a variety of forms: attendance, comments, group work, etc.
Various other classroom learning monitoring activities such as group work, debates, role-playing, interactive and participatory “games” will be provided to help students internalize the meaning, effect, and intricacy of texts. Both presentations (individual or group) and debates may be used in the analysis of literary works and acquisition of skills. Such activities encourage and practice student confidence, creativity, and articulation of ideas.
Memorization of significant passages will be required and tested. Usually students memorize and internalize key quotes or passages when practicing oral and written responses to AP or teacher-originated questions.
A major emphasis will be placed upon the writing of essays that incorporate analytical and compositional skills as presented in an AP rubric and take the form of timed written responses to practice AP free-response questions and/or teacher formulated questions and extended essays on topics relevant to the respective literary work(s).
Alongside AP rubrics will be presented model essays or essays for students to score once they have internalized the rubric. A goal of approximately 2- 4 written responses will be required per month, dependent on other activities/requirements. Students will also be assessed through quizzes and tests as dictated by teacher.
INITIAL WEEK OF SCHOOL:
During the first week of school, students will be notified of the requirements of both the AP and IB tests in May.
Students will be provided with sample formats and questions of both tests. Requirements, grading policies, and the syllabus will be covered. Students will be encouraged to create a schedule/timeline to be completed as the year progresses. Students will also be asked to begin their college resumes and college application essays. All typed and revised papers will be required to be in MLA format. Students who have completed the junior year of IB have already experienced or mastered the MLA format for college papers through the execution of at least three major papers and revisions. IB candidates will revise their world literature papers in the first quarter of the school year.
Additionally, students will be tested in some format on their summer reading (i.e. in 2012-2013 Mythology and
Suskind’s Perfume).
Students will also be introduced to overarching topics/themes relevant to the literary works to be discussed and a general discussion of “Why is the Study of Literature So Important?” and what students hope to obtain through taking the class and AP/IB tests.

COURSE OUTLINE:
Unit 1: Works in Translation
Discussion of bildungsroman, motive and crime, and AP Style Analysis: Tone, Style and language:
Perfume.
Crimes of the Heart: Therese Raquin and The Brothers Karamazov
Various Poets
Grammar review as needed
Assignment of World Literature Papers
Students will review literary elements, rhetorical and poetical devices, articulate a deeper understanding of the novel as genre, and begin analysis of style, along with timed writings of new and reviewed pieces of literature including narrative (prose) and poetry.
Unit 2: New Textualities
Moby Dick: the Individual, Revenge and Nautical Novel
Frankenstein: the individual and Knowledge
Maus I & II: the Individual and Knowledge
Final Weeks: Shakespeare (or other writer): Macbeth or other activity;
Student self-reflective letter
Office Hours/Tutoring:
Monday – Thursday 7:30am-8:00am or By Appointment