AP Literature and Composition
2007- 2008 School Year
Prerequisites: AP Literature and Composition students must have received a B or
better in their ELA2 Honors class, have been successful in AP Language, or have
discussed their desire to enter the class with the instructor. Students should have an
interest in and aptitude for reading and writing.
Texts:
Summer Reading
**Generally two novels, one classic, one contemporary, with assignments, varied
yearly.
In-Class
Roberts, Edgar V., and Jacobs, Henry E. Literature, An Introduction to Reading
and Writing. 4th ed. Prentice Hall. 1995.
Course Overview:
Advanced Placement Literature and Composition is a course that affords the secondary
student the opportunity to write a national exam in May and earn college credit. The test
is scored 1-5, 5 being high, and a score of 3 is acceptable for three literature or elective
credits at many colleges and universities. Some colleges and universities require a score
of 4 for credit. Students would be wise to verify with their colleges of choice that AP
scores are accepted for credit. The cost of the test is $82.00. Participating in an AP class
should not be viewed as only a preparation for the AP exam, however. Taking rigorous
secondary courses often results in testing out of a college course, and always exposes
students to the material they will encounter in college. By taking AP Literature and
Composition, students will get the tools needed to be successful at the collegiate level.
Student Reading Objectives:
According to the CollegeBoard, “The [AP Literature] course [should] include intensive
study of representative works from various genres and periods, concentrating on works
of recognized literary merit…[which] invite and reward rereading. [These works] do
not…yield all (or nearly all) of their pleasures of thought and feeling the first time
through.” In effect, then, your reading goals in this course are as follows:
 To read works from several genres and periods – from the sixteenth to the
twenty-first century;
 To get to know a few works well;
 To learn to read deliberately and thoroughly, taking time to understand a work’s
complexity, and to absorb its richness and meaning;
 To reflect on the social and historical values [literature] reflects and embodies
(The CollegeBoard).
Throughout this school year you will be reading from a variety of genres, including
poetry, drama, the short story, and the novel.
Student Writing Objectives:
Also stated by the CollegeBoard, “Throughout this course emphasis [should be] placed
on helping students develop stylistic maturity, which for AP English, is characterized
by…”
 A wide-ranging vocabulary used with denotative accuracy and connotative
resourcefulness;
 A variety of sentence structures, including appropriate use of subordinate and
coordinate constructions;
 A logical organization, enhanced by specific techniques of coherence such as
repetitions, transitions, and emphasis;
 A balance of generalization with specific illustrative detail; and
 An effective use of rhetoric, including a controlling tone, maintaining a consistent
voice, and achieving emphasis through parallelism and antithesis.
To develop these skills, you will be completing a variety of writing assignments
throughout the year. These assignments will include
 Informal or exploratory writing about the literature you are reading
 Research writing that explores differing critical perspectives on literature
 Extended writing, in which an extended argument or analysis is presented
 Timed writing, similar to that which you will do on the AP exam
Units of Study:
Beginning of Trimester 1
12 weeks
Unit 1 – Foundational Works (9 weeks)
Focus Areas– The social and historical values of the cultures that formed these stories.
The evolution of our understanding of “the story.” The significance of each story’s
structure.
Texts: Beowulf.
Assignments/Methodology:
 Web Quest – Anglo-Saxon culture and the structure of epic verse
 Reading comprehension questions
 Paraphrasing specific lines with discussion of style and structure
 Acting
 Letter writing (as a persona within the story and from our cultural
perspective) – USED AS A QUIZ
 Participation in daily discussion about and evaluation of Anglo-Saxon
ideals and values
ESSAY: Choice of questions covering topics: Beowulf as a characteristic
“epic hero”; the importance/significance of Weird; the evolution of Beowulf the
warrior and the man. Includes opportunity to conference with instructor
and revise before submitting final draft. Focus on citing examples from
text and clear articulation/strong sentence structure.
TEST 1 (Beowulf)
Chaucer, Geoffrey. The Canterbury Tales
Assignments/Methodology:
 Vocabulary development through context
 Recitation of prologue in original pronunciation – website used as aid
 Paraphrasing as we read aloud – for comprehension as well as spurring
discussion of style, figurative language, symbolism, and what is lost in
translation or modern language.
 In-class analytical essay: evaluation of structure and its purpose/effect
 Acting
 Journals and brief response papers to individual tales
 Participation in daily discussion about the cultural and societal structure of
fourteenth century England
GROUP PROJECT focusing of tale of choice –
o take on various roles as Chaucer himself, or other characters, to
present tale to class
o explain/interpret and analyze cultural values embodied therein
ESSAY: Choice of questions covering topics: Chaucer’s denunciation of
Catholic church through use of characters; the role of clothing as a symbol;
The Miller’s Tale and The Summoner’s Tale as examples of a fabliaux.
Includes opportunity to conference with instructor and revise before
submitting final draft. Focus on clear examples and support of topic
chosen.
Everyman.
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Assignments/Methodology:
Notes / Vocabulary
Close reading for irony, sarcasm, subtle humor, innuendo
Journal writing on topics to consider, such as “The people that Everyman
meets readily say the right thing, but without any follow through.” Does
this apply today?
Participation in daily discussion on extensive use of symbolism to convey
meaning – leading into a short, interpretive essay on one or two
characters of choice
PROJECT: The Seven Deadly Sins – How do today’s advertisements
promote one of the seven deadly sins, or their opposites, one of the four
virtues? Add appropriate Biblical texts that relate to the sin or virtue.
FINAL PROJECT – Choice of 4 possible assignments: one, retell Everyman
as a children’s book or modern short story; write your own morality play
based on contemporary images and moral concerns; write a morality play
called EveryStudent personifying the problems EveryStudent faces during his
journey to graduation; act as the main director for the next production of
Everyman and prepare plot diagram, notes, costumes etc.
TEST 2 (The Canterbury Tales and Everyman)
Additional Assignments
4 Practice AP Multiple Choice Tests
3 Practice AP Writes
Daily warm ups – subordination and coordination, vocabulary, paraphrase, Latin roots,
interpretation of visual
Unit 2 – Poetry Introduction (3 weeks)
Focus Areas – form and structure (syllables, feet, lines, stanzas, cantos) meter, rhyme
scheme, assonance, consonance, alliteration, initial interpretation.
Texts: (Poetry)
Bishop, Elizabeth. “The Art of Losing.”
Dickenson, Emily. Various works.
Hardy, Thomas. “Convergence of the Twain.”
Middleton, Patrick, “Daddy.”
Middleton, Patrick, “Happy Father’s Day.”
Thomas, Dylan, “Do Not Go Gentle Into That Good Night”.
Roethke, Theodore, “The Waking.”
**Multiple Limericks and Sonnets
**Multiple Concrete and Sound Poems
(Pop Songs)
Eminem, “Lose Yourself”
Pop Song, Offspring, “Pretty Fly for a White Guy”
Others of students’ choice
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Assignments/Methodology
Listening to several poets read their original work on NPR’s website –
and writing a reaction paper.
Discussion of form and structure through example
Evaluation of classic poetry and song lyrics from pop culture
Student project – choosing a favorite song and presenting its structural
characteristics to the class.
Quiz
Writing of own concrete or sound poem
Writing of own villanelle
3-level analysis of various Emily Dickinson works
TEST 3 – Poetry Basics
Additional Assignments
1 Practice AP Multiple Choice Test
1 Practice AP Write
Daily warm ups – coordination and subordination, vocabulary, explaining of adage,
anecdote, or metaphor
Beginning of Trimester 2
12 weeks
Unit 3 – Drama, focusing on Hamlet (6 weeks)
Focus – Hamlet abounds with possibility for instruction and discussion. Some of our
focal points will include
 Hamlet as a complex character who learns patience and trust
 The extent which evil can reach, and the understanding that it can destroy both
the innocent and the guilty
 The chain reaction of each character’s downfall
 The density and richness of Hamlet’s soliloquies
 The significance of the script’s textual and sub textual signals
 The universality of the play’s themes
Text: Shakespeare, William. Hamlet.
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Assignments/Methodology
Acting
Evaluation of two productions of Hamlet from a director’s standpoint –
Zeffirelli version vs. Almereyda version
Physicalization of soliloquies
Close reading and discussion
Staging / acting as director
Evaluating professional choices
Tracing of Hamlet’s downfall
SUPPORTING CHARACTER STUDY – How do these characters embody
the social structure of France and England at that time?
ARGUMENT PAPER – Option one -- Argue Hamlet’s “antic disposition.” Is he
really crazy? Only somewhat? faking altogether? Two – Argue Hamlet’s fatal
flaw. What is it and why is this what ultimately leads to his demise? Includes
opportunity to conference with instructor and revise before submitting
final draft. Focus on rhetorical effectiveness of paper as well as clarity
of thought and incorporation of quotes.
TEST 4 -- Hamlet
Additional Assignments
2 Practice AP Multiple Choice Tests
2 Practice AP Writes
** One previous AP Write must also be rewritten and resubmitted
Daily warm ups – grammar, vocabulary, paraphrase, Latin roots, interpretation of visual
Unit 4 – The Novel (6 weeks)
Focus Areas – The historical context of the novel; the possible “resurrection” of both
people and societies; the psyche of the revolutionary; the need for sacrifice; the effects
of light and darkness; various symbols and their purposes throughout the novel.
Text:
Dickens, Charles. A Tale of Two Cities.
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Assignments/Methodology
Group research project – the social climate of both France and England in
1775
Chapter discussion and completing of questions
Partner presentations. All presentations include: summary of events from
assigned chapters; significance of title of chapters, description of any new
characters, addition of characters to genealogy, prediction, quiz for
classmates
Supporting character study – character of students’ choice; brief look at
his/her role in events of plot
ANALYSIS ESSAY: Students choose from themes: resurrection, sacrifice,
revenge, the value of life/the unvalued life spying, prisons, secrets, suffering,
loyalty and analyze their development throughout the novel. Includes
opportunity to conference with instructor and revise before submitting
final draft. Focus on organization, incorporation of and reflection on
quotes, depth of analysis and explanation.
Quizzes throughout
TEST 5 – A Tale of Two Cities
Additional Assignments
2 Practice AP Multiple Choice Tests
2 Practice AP Writes
** One previous AP Write must also be rewritten and resubmitted
Daily warm ups – transitions, vocabulary, paraphrase, Latin roots, interpretation of visual
Beginning of Trimester 3
12 weeks
Unit 5 – Poetry Continued (3 weeks)
Focus Areas – Identifying characters and persona, connotation, tone and tone shifts,
imagery, setting and situation, subject, theme, central message, line breaks, annotation
and analysis.
Texts (in order of use):
Brooks, Gwendolyn. “We Real Cool”
Hughes, Langston. “Harlem”
Gardner, Isabella. “At a Summer Hotel”
Roethke, Theodore. “My Papa’s Waltz”
Cummings E.E. “In Just-“
Adame, Leonard. “My Grandmother Would Rock Quietly and Hum”
Leggo, Carl. “I Still Hear the Bell Ringing”
Bissett, Bill. “th wundrfulness uv th mountees our secret police”
Browning, Robert. “Porphyria’s Lover.”
Souster, Raymond. “Dietrich Bonhoffer at the Gallows”
Blake, William. “The Lamb.”
Burns, Robert. “Green Grow the Rashes, O”
Carroll, Lewis. “Jabberwocky.”
Donne, John. “Holy Sonnet 14: Batter My Heart, Three-Personed God.”
Eberhart, Richard. “The Fury of Aerial Bombardment.”
Kumin, Maxine. “Hello, Hello Henry.”
Robinson, Edwin Arlington. “Richard Cory.”
Roethke, Theodore. “Dolor.”
Stevens, Wallace. “Disillusionment of Ten O’Clock.”
Strand, Mark. “Eating Poetry.”
Owen, Wilfred. “Anthem for Doomed Youth.”
Coleridge, Samuel Taylor. “Kubla Khan.”
Blake, William, “The Tyger.”
Doolittle, Hilda. “Heat.”
Pound, Ezra. “In a Station of the Metro.”
Shakespeare, William, “Sonnet 130:”
Shakespeare, William, “Sonnet 116: Let Me Not to the Marriage of True Minds”
Hopkins, Gerard Manley. “God’s Grandeur.”
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Assignments/Methodology
Poetry Journal – students must annotate a copy of each poem, commenting on a
number of the aforementioned focus areas and offering their own interpretation
analysis.
Participate in daily discussion about poems
GROUP PROJECT (emphasis on conveying voice) – perform an assigned poem for
the class, with props and analyze it in brief presentation
INTERPRETIVE ESSAY -- Research online various theories several poems of your
choice and write and extended interpretation based on these theories. Includes
opportunity to conference with instructor and revise before submitting final
draft. Focus on referencing outside sources correctly and synthesizing
viewpoints. Clear and effective organization emphasized.
TEST 6 – Poetry: style, structure, analysis
Additional Assignments
1 Practice AP Multiple Choice Test
Daily warm ups – use of repetition, vocabulary, explaining of adage, anecdote, or
metaphor
Unit 6 – The Short Story (4 weeks)
Focus Areas –
Overview of Fiction: Verisimilitude and Donnee, Character, Plot, Structure,
Theme
Crane, Stephen. “The Blue Hotel.”
Updike, John. “A & P.”
Walker, Alice. “Everyday Use.”
Characters
Faulkner, William. “Barn Burning.”
Point of View
Jackson, Shirley. “The Lottery.”
Setting
Cisneros, Sandra. “The House on Mango Street.”
Style
Hemingway, Ernest. “Soldier’s Home.”
Twain, Mark. “Luck.”
Tone
Chopin, Kate, “The Story of an Hour.”
Symbolism and Allegory
Aesop, “The Fox and the Grapes.”
Hawthorne, Nathaniel. “Young Goodman Brown.”
Steinbeck, John. “The Chrysanthemums.”
Idea or Theme
Gaines, Ernest J. “The Sky is Gray.”
Joyce, James. “Araby.”
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Assignments/Methodology
Journal – students must reflect on each story read, focusing on the specific area
of discussion for each selection. They must also comment on additional literary
aspects that they find.
Participate in daily discussion about stories
Complete timed writes about chosen selections
TEST 7 – The Short Story
Additional Assignments
1 Practice AP Multiple Choice Test
1 Practice AP Write
Daily warm ups – use of emphasis, vocabulary, explaining of adage, anecdote, or
metaphor
Unit 7 – Literary Focus Paper: One Author’s Works (4 weeks)
Focus – Students will complete a 5-7 page analysis focusing on one author (from list
provided earlier in year) Students will have read one major work, at least three short
stories, and at least three poems by this author, and have read literary criticism about
the author as well. Their paper will be a both a synthesis of the literary criticism they
have read, and a rhetorical analysis of the author’s style, themes, motifs, or another
aspect of student’s choice. Textual and online sources used. Includes opportunity to
conference with instructor several times and to revise as necessary before
submitting final draft. Focus on thesis, synthesis of information, correct citation,
clear articulation of findings, fluency, coordination and subordination, transition,
and effective rhetorical structure.
Unit 8 –Photography Poetry Project (1 week)
Focus– Students will compose their own small collection of poems using five of the
major forms we have studied, including five of the following: sonnet, villanelle, sestina,
pantoon, free-verse, blank-verse, or concrete. The subjects of their poems will be from
the natural or manufactured world, and be accompanied by their own photography of
these subjects. Digital cameras are used here.
Notes:
Excluding introductory tests done collectively for the benefit of modeling and discussion,
all practice AP multiple-choice tests and essay writes will be timed. All practice AP writes
will be saved in a portfolio, ordered and dated, and revisited at least once, sometimes
more often, for revision.
All other opportunities for revision are indicated in bold after the essay’s description.
Any technology used in conjunction with lessons is indicated in bold font.
While students will not be required to keep a three-ring binder, they are strongly
encouraged to create a system of organization, which provides immediate access to any
handouts given.
Grading:
The following is how your percentages for the AP writes will be calculated. Your
percentage is your score.
If you write at a level
9
8
7
6
5
4
3
2
1
Your percentage will fall in this range:
95-100
90-94
85-89
80-84
75-79
70-74
65-69
60-64
55-59
My Classroom Grading Scale:
94-100
A
90-93
A87-89
B+
84-86
B
80-83
B77-79
C+
74-76
C
70-73
C67-69
D+
63-66
D
60-62
D0-59
E
All grades will be recorded by points, with assignments worth either 40% or 60%
of your grade.
AP writes – 60%
Formal tests or projects – 60%
AP multiple-choice tests – 40%
Homework – 40%
Quizzes – 40%
In-class assignments – 40%
Participation in class discussions – 40%