Moore A.P. Literature Welcome to A.P. Literature This course can be very challenging or not. The choice is yours. Keep up with the reading, your essays, the written work, and participate in class – follow the syllabus and you will be fine. Remember, this course is intended to emulate a collegiate English course and will prepare you for college-level expectations. Course Overview This course is based on the recommended literature in the Advanced Placement Literature and Composition Examination and is designed to comply with the requirements of the AP Literature and Composition course description in two nine-week quarters in 90 minute blocks. Further, you will be studying literary terms, analysis of literature, and several different genres of literature. I expect that you will use class time appropriately, be on task, be prepared, and be courteous and respectful. Materials You will need to keep a three-ring binder with all of your work and all information that I hand out. You will also need lined, college-ruled, loose-leaf paper for the in-class writing assignments. Writing Your writing activities are divided into three core areas: reader response journals, daily essays, and formal essays. Reader response journals are written and maintained for every work of literature (poem, short story, novel, etc.) we read and discuss in class. Your goal with the RRJ is two-fold; first, to illustrate your basic understanding of the work by commenting on character, plot, theme, and conflict, and second, to critically review the work from your own perspective by offering your own personal evaluation of the work. I have created a template for your use, but you will find that you will want to add additional pages to fully discuss each work. Daily essays are the bulk of your written work. With most literature, you will be expected to write either a timed, in-class response or will have overnight to prepare an interpretation. These essays will be approximately two handwritten pages in length. For each essay, you will read the work, develop your own analytical perspective and present a clear and convincing argument, using textual support, that your analysis is correct. On average, you will write three daily essays a week. Formal essays are the papers that you develop over the course of a week or two. You will write five over the course of both quarters. You will have questions to respond to based on the literature we have just completed. Unlike daily essays, you will have the opportunity to revise your formal works and will be expected to produce multiple drafts and demonstrate development throughout the writing process. The final formal essay, your historical analysis paper, is longer than any of the others and requires your own development of the question, although the general topic to be studied is presented to you. It is a modified research paper requiring deep textual analysis with supporting materials, which explore the relevance and significance of the work of literature in relation to the time and societal circumstances in which it was written. You will be expected to revise your work. Rough drafts that are messy, scribbled, illegible, or contain mechanical errors will not be accepted. It is expected that all written work contain specific references to the text being analyzed and, where possible, direct quotations. Format of Assignments This class relies heavily on a combination of written work and class activities. Formal essays (literary essays and final historical analysis papers) must be typed in 12 pt Times New Roman, double-spaced, with 1-inch margins, with a title page noting name and date. You name should not be anywhere else on the document. Staple the upper left-hand corner. Informal writing should be handwritten on loose-leaf paper. Independent Meetings In the course of each quarter, you are required to sign-up for a minimum of two one-on-one sessions with me to analyze and improve your writing. The length of the session will vary based on your writing needs and may be conducted before school, after school, during homeroom, or during my prep period. Please sign-up on my door for your time slot and be certain to bring all of your writing with you to the sessions. You must complete at least one session before midterms each quarter. You may sign up for more than two sessions as needed. Homework and Late Work Homework is due at the beginning of class. If you miss class, you are responsible for turning in missing assignments as well as current assignments at the beginning of the class period in which you return. Follow the syllabus to make certain you are aware of assignments and deadlines. You will not be reminded. Late work will not be accepted. If you have a valid reason for not turning in your homework on the due date and do not want your grade to be affected negatively, you may ask me for an extension. I will consider requests made before the due date (and, in extenuating circumstances, requests made on or after the due date), but be sure to have any completed work with you in order to demonstrate that you are making progress. I reserve the right to deny extensions. I reserve the right to not accept work that is not on time. Cheating Policy Cheating is absolutely unacceptable. In this class, all cheating will result in a score of zero. No exceptions. Perceived, but not proven cheating may result in a second or alternate assignment if that is warranted. Under no circumstances will cheating be overlooked. Cheating is defined as looking at someone else’s work, sharing your own work, taking materials to assist you from the teacher, or in anyway getting an unfair advantage due to unethical procedures. When you present someone else’s ideas, writing, or speech as your own, you are cheating. When you re-submit a paper or work for this class that you completed for another class, you are cheating. Cheating will not be tolerated. Cheating, based on the assignment, may result in failure. This does not mean you should not share opinions on literature and discuss the work of the course. Just use common sense to determine whether you are learning through your conversations or are trying to gain an unfair advantage. Think before you cheat. Student Evaluation You will be evaluated on class discussion, a variety of writing activities, tests and quizzes, and presentations. You will receive clear assessment guidelines for each activity. Your writing assignments will be graded on the nine-point weighted A.P. scale (which is used on the A.P. exam). This will be explained in detail during the course. Rubrics are utilized throughout to provide a holistic understanding of the score achieved. Grade Breakdown The following represents the approximate values of assignments: Class discussion/participation 15% of grade Literature Circle Presentation 15% of grade Essays/daily writing/RRJs 50% of grade Historical Analysis Paper 15% of grade (third term only) Vocabulary tests 15% of grade (second term only) Practice tests 5% of grade Grading Scale You will be graded on a standard grading scale. It is possible to earn an A+. 100 – 90 A 89 – 80 B 79 – 70 C 69 – 60 D Below 60% is failing Growth in Writing and Interpretation: THIS IS WHY WE ARE HERE! What you should notice over the course of the class is growth in your understanding and interpretation of literature and in your ability to express your understanding of a work in writing. When we begin, it is possible that you will struggle to either understand what is asked in your interpretation of the literature or to fully express your interpretation. Therefore, anticipate that your scores may initially be low or may fall into a steady pattern and that we will need to study your writing to see what you can do to improve. EVERYONE WILL BE DIFFERENT. We will begin on the first day with an initial writing to help me gauge your strengths and weaknesses. That day, I will explain and illustrate for you, as a class, the writing process and will provide you with tools to help you with your writing – before you do any writing. On the third day of class, you will work with your peers and one-on-one with me to study your writing for patterns so that we may see what you need to focus on for the next work. The essay we examine on the third day will be drafted and re-drafted into a complete work. To help you recognize patterns in your own writing, we will be studying each other’s essays throughout the course. Much like in earlier grades when you did peer evaluations using the six traits of writing, you will be expected to be able to study your peer’s writing and comment on the author’s use of language, sentence structures, organization, ideas (content), voice and tone, and basic conventions (which are the least relevant concept). Similarly, I will also comment on these concepts in your writing so that you may take them into consideration as you revise and rewrite. Throughout the course, you are expected to schedule meetings with me to work one-on-one on drafting and revising your writing. Also, you will notice that periodically in the syllabus writing strategies and peer evaluations are noted. We will continuously address writing strategies as a class and will begin most days with the return of previous writing and discussion on that writing. Do not wait for those moments, however, if you have questions, so do others. Ideally, with the combination of the study of your peer’s work and my exploration of your writing, you will be able to identify patterns that need correcting in your own work. This means thinking beyond technical errors to a true study of the elements of writing that affect the reader’s understanding. Personal growth in writing with your ability to reflect and explain that growth will affect your final grade. Texts and Resources The following is a list of the texts that will be utilized in class. In addition, we will be using numerous resources from the library and will be reading additional literature in small group and independent situations. You may not like a lot of the literature we study. Your personal opinion is important as long as you can explain why you believe a work is of questionable artistry or quality. Core Texts: Arp, Thomas R. and Greg Johnson. Perrine’s Literature: Structure, Sounds, & Sense. Boston, MA: Wadsworth Cenage Learning, 2009. Roberts, Edgar V. and Henry E. Jabobs. Literature: An Introduction to Reading and Writing. Englewood Cliffs, NJ: Prentice Hall, 1992. Supplemental Texts: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin Books, 1998. Favorite Poems: A Quotable Anthology. Logan, IA: Perfection Learning, 1983. Hamilton, Edith. Mythology. New York: Warner Books, 1999. Porter, Adam L. Introducing the Bible: an Active Learning Approach. Upper saddle River, NJ: Pearson Prentice Hall, 2005. Roche, Paul. Sophocles: the Complete Plays. New York: Signet Classic, 2001. Whole Class Literature: The Awakening by Kate Chopin The Color Purple by Alice Walker A Doll’s House by Henrik Ibsen Heart of Darkness by Joseph Conrad Jane Eyre by Charlotte Bronte Literature Circle Texts: I Know Why the Caged Bird Sings by Maya Angelou The Fixer by Bernard Malamud The Joy Luck Club by Amy Tan Yellow Raft in Blue Water by Michael Dorris A Farewell to Arms by Ernest Hemingway The Kite Runner by Khaled Hossieni King Lear by William Shakespeare The Metamorphosis by Franz Kafka The Secret Sharer by Joseph Conrad (opt.) The Stranger by Albert Camus Crime and Punishment by Fyodor Dostoyevsky Native Son by Richard Wright Invisible Man by Ralph Ellison As I Lay Dying by William Faulkner The Grapes of Wrath by John Steinbeck Great Expectations by Charles Dickens One additional work on your own. Good Luck I hope that this course is both challenging and interesting. Although the class is not intended to be easy, I do not expect you to struggle alone when you are really stumped. Please see me before or after school or during homeroom in room 234 with any questions. Or contact me at moores@ellsworth.k12.wi.us and visit the AP Literature information on my teacher webpage. TEST: Wednesday, May 6, 2015 Reader Response Journal Checklist Complete Reader Response Journal worksheets for each piece of literature read. These will be collected at various times throughout both quarters. The list below is a prediction of the literature to be read over the course of both terms. There may be some additions or deletions depending on time. Please add pages to the worksheets as necessary. CHECK TITLE CHECK TITLE Jane Eyre The Stranger Heart of Darkness The Awakening personal choice novel Choose a poem Choose a poem Choose a poem A & P – short story Everyday Use - short story Barn Burning – short story “Next Please” – poem “Ethics” – poem “Poetry” – poem “Revolutionary Petunias” poem Slave on the Block – short story The Blue Hotel – short story The Jilting . . . – short story Rape Fantasies – short story A Hunger Artist – short story I Stand Here Ironing – short story Hills . . . Elephants – short story “A Modest Proposal” - satire “The Rape of the Lock” – satire “Oedipus Rex” – play “Antigone” - play The Color Purple Metamorphosis “To His Coy Mistress” – poem Edith Hamilton’s Mythology “Shall I Compare Thee” – pm. I Know Why The Caged Bird Sings “Diving into the Wreck” – pm. The Fixer “Metaphors” – poem The Joy Luck Club “Last Words” – poem Yellow Raft in Blue Water “Mirror” – poem A Farewell to Arms “Unknown Citizen” – poem The Kite Runner “The Fish” – poem Crime and Punishment “A Supermarket in CA” – poem Native Son “Nikki Rosa” - poem Invisible Man “A Doll’s House” – play As I Lay Dying “King Lear” – play The Grapes of Wrath Great Expectations Syllabus for A.P. Literature Class in summary: throughout the next few months you will read a variety of works of literature and will study that literature, through class discussion and a variety of writing activities. Make certain that you pay close attention to the prompts for each writing activity so that you are able to discern the goal of the writing. You will be writing for a variety of purposes. The syllabus is subject to change, but should be assumed as accurate in reference to all due dates. SECOND QUARTER DATE November 3 November 4 November 5 November 6 November 7 November 10 November 11 November 12 November 13 November 14 PROPOSED ACTIVITY Syllabus and course expectations; note taking; get vocabulary for the term; review how to write ‘reader response journals’; discuss summer novels; early introduction to literary allusions, especially the Bible; In-class timed essay on summer novel; peer evaluate with rubric, critique and examine the nine-point scale; how to write essays WRITE: fear and expectations of the course Discuss writing assignments; John Updike A&P page 65; WRITE: prose analysis discussion of A&P; Alice Walker Everyday Use p. 80;– WRITE: prose analysis Discussion of Everyday Use; William Faulkner Barn Burning p. 178; – WRITE: prose analysis Discussion of Barn Burning; Discussion of summer reading – prepare for test. Margaret Atwood Rape Fantasies WRITE: prose analysis First vocabulary test; introduction to literature circle one; Work in partners on developing essay from Monday. Meet one-on-one with Ms. Moore to improve writing and score on essay Essay test on summer reading; select essay to develop to length; discuss papers Discussion of Rape Fantasies; Franz Kafka A Hunger Artist WRITE: prose analysis Discussion of A Hunger Artist; First multiple choice practice test; correct test and go over answer explanations Peer review session on writing expectations; work on reader response journal checklist; work on summer reading journals. Ernest Hemingway Hills Like White Elephants. WRITE: Prose analysis. DUE Fears & expectat. in-class essay analysis of A&P analysis of Everyday Use analysis of Barn Burning rewrite of in-class essay analysis of Rape Fantasies analysis of A Hunger Artist November 17 November 18 November 19 November 20 Second vocabulary test. Discussion Hills Like White Elephants. Introduction to drama. Shakespeare’s plays: introduction and overview of all of his works. Begin reading of Shakespeare’s “King Lear.” Shakespeare’s “King Lear” WRITE: character analysis of Lear (or other male character) Shakespeare’s “King Lear” WRITE: character analysis of Cordelia (or other female character) Shakespeare’s “King Lear” analysis of Hills . . . Elephants character analysis of Lear character analysis of Cordelia November 21 Third vocabulary test; begin reading Ibsen’s “A Doll’s House” – WRITE: dramatic predictions November 24 November 25 DUE: Developed literary analysis essay Ibsen’s “A Doll’s House” WRITE: Character analysis of Nora/role of female in 19th century literature Ibsen’s “A Doll’s House” November 26 Finish play and final discussion of Ibsen’s “A Doll’s House” December 1 December 4 DUE: reader response journal part one. Fourth vocabulary test; begin essay on drama, Lear or Doll’s House, and develop for second significant essay; continued discussion on drama; Slave on the Block p. 457 by Langston Hughes – WRITE: prose analysis Discuss Slave on the Block; read I Stand Here Ironing p. 492 by Tillie Olsen, answer questions – WRITE: prose analysis Discuss I Stand Here Ironing; The Blue Hotel p. 99 by Stephen Crane, answer questions – WRITE: prose analysis PRACTICE TEST: multiple choice component December 5 PRACTICE TEST: essay component December 8 December 9 December 10 December 11 December 12 Preparation time for literature circle presentations LITERATURE CIRCLE PRESENTATION ONE LITERATURE CIRCLE PRESENTATION TWO LITERATURE CIRCLE PRESENTATION THREE LITERATURE CIRCLE PRESENTATION FOUR December 15 December 16 December 17 LITERATURE CIRCLE PRESENTATION FIVE LITERATURE CIRCLE PRESENTATION SIX Introduction to Literature circle 2 – begin reading texts; time to review with each other for essay test on lit circle books Essay test on literature circle presentations Literary analysis DUE: developed literary analysis essay on drama essay December 2 December 3 December 18 Literary analysis essay character analysis of Nora RRJ One analysis of Slave on the Block analysis of I Stand Here Ironing analysis of The Blue Hotel December 19 Introduction to Mythology and other significant literary allusions; Mythology sections assigned; prepare myths December 22 December 23 Mythology presentations Mythology presentations January 5 DUE: reader response journal part two. Mythology presentations; Introduction to Greek drama; begin reading “Oedipus Rex” “Oedipus Rex” WRITE: character analysis of Oedipus Rex Conclude and discuss “Oedipus Rex” WRITE: constructive analysis of “Oedipus Rex” Begin reading “Antigone” January 6 January 7 January 8 January 9 “Antigone” WRITE: character analysis of Antigone January 12 “Antigone” WRITE: constructive analysis of “Antigone” Conclude Greek drama. Time to work on essays, reading of Lit Circle books. Introduction to satire. Read “The Rape of Lock” by Alexander Pope. Read “A Modest Proposal” by Jonathan Swift. WRITE: satire analysis Discussion of the poem and the essay. Examination of “The Onion” and SNL. Preparation time for literature circle presentations. January 13 January 14 January 15 January 16 RRJ two character analysis of Oedipus analysis of “Oedipus Rex” character analysis of Antigone analysis of “Antigone” analysis of satire THIRD QUARTER DATE January 19 January 20 January 21 PROPOSED ACTIVITY DUE: literary analysis essay on Greek drama and mythology Introduction to poetry. Explain how to write poetry explications. Philip Larken “Next Please” p. 834; Linda Pastan “ethics” p. 835; Marianne Moore “Poetry” p. 828; Andrew Marvel “To His Coy Mistress” p. 825 WRITE: poetry explication Continued poetry. Shakespeare “Shall I . . .” p. 633; Adrienne Rich “Diving into the Wreck” p. 950; Sylvia Plath p. 641, 946, 947 WRITE: poetry explication Continued poetry. Auden “The Unknown Citizen” p. 887; Elizabeth Bishop “The Fish” p. 605; Frost or other works WRITE: poetry explication DUE Literary analysis essay poetry explication poetry explication January 22 Discussion of summer selected poems. Intro to poem analysis; select poem on which to write literary analysis DUE: reader response journal part three. Summer poetry discussion continued. WRITE: explication of summer poem poetry explication poetry explication January 28 January 29 January 30 Introduction to The Color Purple by Alice Walker; “Revolutionary Petunias” p. 977; review test taking strategies; answer questions about tests, vocab, etc. DUE: poem analysis Preparation time for literature circle presentations LITERATURE CIRCLE PRESENTATION ONE LITERATURE CIRCLE PRESENTATION TWO LITERATURE CIRCLE PRESENTATION THREE February 2 February 3 February 4 February 5 February 6 LITERATURE CIRCLE PRESENTATION FOUR LITERATURE CIRCLE PRESENTATION FIVE LITERATURE CIRCLE PRESENTATION SIX PRACTICE TEST: multiple choice component PRACTICE TEST: essay component February 9 February 10 Essay examination on literature circle presentations Go over practice test answers, discuss in partners and score as a class. Discussion of The Color Purple Final discussion, essay test on The Color Purple Watch film of The Color Purple Finish film of The Color Purple January 23 January 26 January 27 February 11 February 12 February 13 February 17 February 18 February 19 February 20 February 23 February 24 February 25 February 26 February 27 March 2 March 3 March 4 March 5 March 6 RRJ three Literary analysis essay Introduction to Metamorphosis by Franz Kafka; time to read novel Discussion of Kafka; explanations of historical analysis papers Time to work on Kafka, historical analysis papers. Peer review of The Color Purple essays. Time to work on drafting and reading of novels. DUE: developed literary analysis essay on The Color Purple Discussion of Kafka. Final discussion on Kafka. Test on Kafka Time to work on historical analysis papers. Choose novels. PRACTICE TEST: multiple choice component PRACTICE TEST: essay component Go over test answers, discuss in partners and score as a class. Novel presentations. Novel presentations. Novel presentations. Novel presentations. Novel presentations. Literary analysis essay March 16 March 17 March 18 March 19 March 20 March 23 March 24 March 25 March 26 March 27 March 30 March 31 DUE: reader response journal part four. Time to work on historical analysis papers. Time to work on historical analysis papers. Time to work on historical analysis papers. Research, work on historical analysis paper; first meeting with Ms. Moore Research, work on historical analysis paper; first meeting with Ms. Moore Research, work on historical analysis paper; second meeting with Ms. Moore Research, work on historical analysis paper; second meeting with Ms. Moore Time to work on historical analysis papers. Time to work on historical analysis papers. DUE: historical analysis paper; Presentation of historical analysis paper. Presentation of historical analysis paper. Presentation of historical analysis paper. RRJ four draft one of paper draft two of paper historical analysis paper