LARKIN HIGH SCHOOL : AP Literature and Composition - Seniors VISION – Create a community of Active Larkin Learners MISSION – To develop involved citizens, effective communicators, critical thinkers who are prepared for the future. 20172018 Instructor: Mrs. Zuniga Office: B153 Free Hours: 3, 7 Phone: (847) 888-5200 ex. 8343 email: lizzuniga@u-46.org From The College Board: “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.” for this course, is essential. The course is, for the most part, a chronological survey of British Literature, but there is deviation from this in the spring in preparation for the AP exam, with the required AP Senior English, fourth in a four-year program, is a one-credit per semester course. It is designed as the culmination of the English Honors Program at Larkin and is recommended for those students who have a strong interest and ability in reading, discussion, writing, and analysis of literature. Summer reading in preparation summer reading, as well as with in-class essays based on outside reading each month. To develop further organization and articulation skills, emphasis is placed on class preparation and presentations, in-class analytical essays, and researched papers. It is strongly encouraged that the students enrolled in this course take the AP Literature and Composition exam in the spring, but this is not mandatory. Texts: Conrad, Joseph. Heart of Darkness. 1910. New York: Bantam, 1969. Heaney, Seamus. Beowulf a New Verse Translation. New York/: W. W. Norton, 2000. Shakespeare, William. Macbeth. Ed. Barbara A Mowat and Paul Werstine. Folger Shakespeare Library ed. New York: Washingtom Square Press, 1992. - - -. The Trajedy of Hamlet. Ed. Barbara A Mowat and Paul Werstine. Folger Shakespeare Libratry ed. New York: Washington Square Press, 1992. It is also expected that each student will have a personal copy of each of the summer reading books, Hamlet, Macbeth, and Heart of Darkness. The rationale for the students’ purchase of these texts stems from the College Board’s idea that students should participate in close reading. By purchasing their own texts, they will be free to mark them and show evidence of careful, deliberate reading. Broad Instructional Objectives The students will: 1. experience, interpret, and evaluate literature through response and reaction papers, free writing, keeping a reading journal, analysis, interpretation, making and explaining judgments about literary artistry as well as exploring literature’s underlying social and cultural values through argument 2. further develop conciseness in thought as he/she practices conciseness in language LARKIN HIGH SCHOOL : AP Literature and Composition - Seniors VISION – Create a community of Active Larkin Learners MISSION – To develop involved citizens, effective communicators, critical thinkers who are prepared for the future. 20172018 3. realize that when making generalizations that these must be supported with appropriate specifics 4. further develop the discipline necessary to analyze and evaluate constructively and independently, relying only on substantive sources 5. exercise the art and craft of writing logically, coherently, and with unity 6. revise all formal writing based on comment and criticism from teachers and peers of the writer’s development, coherence, defense of argument and style; opportunities are also available to rewrite timed in class writings if they are scored lower than a five (5) 7. develop the skills, vocabulary and confidence to take the AP Literature exam Sequence of Content “…it is wisest to read the best books first.” Henry David Thoreau August / September: Review of summer reading establish methods and procedures for course --Sula by Toni Morrison / 1984 by George Orwell Sept. / October: Introduction to British Literature --The Anglo-Saxons – elegies, Beowulf, a new verse translation by Seamus Heaney --The Medieval Period – Canterbury Tales--prologue and selected tales November and December: finish Medieval Period; move into The Elizabethan Period --Macbeth January: Hamlet February: Finishing Hamlet, begin Heart of Darkness by Joseph Conrad March: Literary analysis research paper and start poetry, beginning with sonnets April: Poetry and specific AP exam prep work May: AP exam – short stories / essay reading, final papers and presentations Outside Reading – During each month, with the exception of May, the students will read a piece of literature from the Senior Reading List which includes listings of literature referenced on previous AP exams. Supplies – Students will keep a notebook for journaling, freewriting, analysis, interpretation, and personal answers to discussion questions generated during class. Excerpts, including journals, from the notebook will be collected periodically, to be read, responded to and graded for development of thought and defense of argument. All lengthy papers will be typed using MLA style with appropriate citation. Research – Students will conduct research throughout the course to support ideas and theories about the literature they read and write about. They will also participate in a literary analysis research paper on some aspect they observe in several pieces of literature. LARKIN HIGH SCHOOL : AP Literature and Composition - Seniors VISION – Create a community of Active Larkin Learners MISSION – To develop involved citizens, effective communicators, critical thinkers who are prepared for the future. 20172018 Evaluation – Approximately three quarters of the student’s grade will be determined by written work. This includes both objective and subjective tests, essays prepared outside of class, and timed in-class essays. Out of class essays should be taken through a drafting process, which may sometimes include revision based on comment and criticism from teacher and / or peers concerning the writer’s development, coherence, defense of argument and style. In-class essays will be written from prompts adapted from previous AP examinations and will cover the students’ outside reading, as well as literature covered in class. Timed in-class writings are graded on the nine (9) point AP scale and returned to students with comment and criticism of the writer’s development, coherence, defense of argument and style. Students are invited to re-write essays that are scored lower than five (5). Class participation is also a contributing factor in each student’s grade. Positive participation is productive, well-timed, and not overbearing. It could include reading aloud, asking productive questions, and offering responses, interpretations, or observations. It does NOT involve sleeping, using electronic devices, doing other homework (however imperative it may seem to be) or any behavior that may otherwise be counterproductive to the movement / growth of the class. Reading – Literary/Informational - Read closely to cite, analyze and infer appropriate to task, purpose and audience. Writing – Produce clear and consistent writing appropriate to task, purpose and audience. Speaking & Listening – Present and respond to information appropriate to task, purpose and audience. Language/Conventions – Demonstrate command of grammar, usage and language appropriate to task, purpose and audience. Semester One Learning Objectives: Reporting Strands Instructional Focus · · · · Standards LARKIN HIGH SCHOOL : AP Literature and Composition - Seniors VISION – Create a community of Active Larkin Learners MISSION – To develop involved citizens, effective communicators, critical thinkers who are prepared for the future. 20172018 Semester Two Learning Objectives: Reporting Strands Instructional Focus Standards · · · · Standards Based Learning and Assessment (SBLA) (If you are using SBLA or all math and English) At all U-46 schools, we use standards based learning and assessment (SBLA) to align student learning to student needs based on state and national standards. This practice provides fair and equitable grading based on evidence of ongoing student learning against the specified standards. Benefits of SBLA Standards based learning and assessment creates a culture in which students actively engage in their own learning through continuous feedback. Using standards based learning increases student ownership of the learning process. This relationship of feedback between teachers and students allows for deep reflection about student growth. SBLA provides more feedback about how a student is progressing toward learning each standard. Students’ homework is tied closely to learning objectives. So that students see those connections, Teachers provide feedback on homework to practice new skills. Attendance, effort, behavior, participation and other factors are important but separating these from achievement factors gives parents a clearer picture about their student’s learning. Students will be held accountable for these factors but they will be reported separately. Grading: Students are graded on each standard based on a rubric that is specific to each reporting strand. Students will receive the appropriate rubrics at the start of each instructional unit. LARKIN HIGH SCHOOL : AP Literature and Composition - Seniors VISION – Create a community of Active Larkin Learners MISSION – To develop involved citizens, effective communicators, critical thinkers who are prepared for the future. 20172018 The summative assessments for each standard are not averaged. At the end of the course, the student’s final grade will be a composite ranking in each of the course standards. The teacher will use the double majority matrix to make a professional decision based on evidence for the final grade of each standard. 4= Mastery. Tasks or the target of instruction allows students to apply their knowledge and skills to new or related situations and scenarios. A mark of 4 indicates not only evidence of application and analysis but also includes synthesis and evaluation. 3= Proficient. Tasks or the target of instruction consists of complex knowledge, skills, application, and analysis. 2= Basic. Tasks are basic recall and simple skills which include knowledge and comprehension. 1= Below Basic. There is some evidence of emerging simple skills, there are gaps in knowledge and unreliable comprehension skills are seen. 0= No Evidence. There is no evidence of learning including missing work and incomplete work. Semester Grade Weights Assignments and Intervention An effective course syllabus includes a description of major assignments formats used, outlines the homework policy and clearly details the policies for makeup work, late work, revision and intervention. · Major assignment formats used (research papers, labs, groups, projects, performance, etc…) · Homework Policy (how often, expectations, etc..) · Reassessment policy (remediation, tutoring, etc) · Interventions (Resource, after-school tutoring in the library and specifically in math) Please be sure that you reflect our school-wide interventions so that students and parents know that we are here to support students. Assessment Strategies An effective course syllabus describes the practice and frequency of both formative and summative assessments used to maximize student learning and promote effective instruction. · Major formative assessments strategies in terms of practice and frequency (weekly quizzes, performance assessments, exit tickets, bell ringers, homework, daily/weekly journals, etc). · Major summative assessment strategy described in terms of practice, and frequency (5 week summative assessments, projects, performance assessments, portfolios, etc… LARKIN HIGH SCHOOL : AP Literature and Composition - Seniors VISION – Create a community of Active Larkin Learners MISSION – To develop involved citizens, effective communicators, critical thinkers who are prepared for the future. Non-Negotiables: · · · · · · · · · Build positive relationships with your fellow Royals IDs must be worn at all times with an appropriate lanyard No hats/hoods are to be worn in the school Cell phones may ONLY be used during your lunch period No outside food or drink is allowed Be on time (see Hero matrix) Dress appropriately (see dress code) All students must have a pass to be in the halls No passes will be issued in the first 10 minutes or last 10 minutes of class Other · You may have other areas on your syllabus that are not addressed here. This was meant to guide you as you do your work. Please collaborate with your department and content/grade level teams on format style. Remember this is our first communication with students and parents. · All course syllabi are due to the appropriate administrator no later than ????? If you have any questions or comments, feel free to discuss with your administrator. We want to support you as you complete your course planning work. Thanks for your hard work. 20172018
