Map: AP Lit and Comp
Author: Kate Lamoreaux
Created: 07/28/2005
Grade Level: 12
School Year: 2005-2006
District/Building: Watkins Glen/Watkins Glen Middle School
Last Updated: 02/02/2007
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Essential Questions
Content
Skills
Assessments
Standards/PIs
How can students respond to
iterature through experience,
nterpretation and evaluation?
Personal Response and
Critical Thinking:
Distinguishes between
connotation and denotation
Journal entries
ELA3-12.R.1
reading logs, making
connections with literature
through experience, culture, and
values
Analyzes, interprets, evaluates
and synthesizes infomation to
use in writing.
Graphic Organizers
ELA3-12.R.4
Analytical Essay
ELA3-12.R.5
Critique of fellow students' work
ELA3-12.R.6
What editing skills do students
need to review in order to
become effective peer editors?
How can students become
more effective writers and
editors?
How can social abuses be
perpetuated in the name of
psychological care"?
What differentiates the 20th
century anti-hero from the
raditional hero archetype?
How can literature affect social
change?
The Writing Process:
Becoming a critical writer;
Inventing your writing; Planning
and organizing; Writing, revising
and editing;Unifying
paragraphs; Developing topics
and paragraphs; Creating
coherence
Sentence Editing: How to
identify nouns and verbs; How
to identify dependent clauses;
How to identfify complete
sentences; How to identify
agreement trouble spots.
Crafting sentences: writing
emphatically, adding variey,
avoiding mised and incomplete
messages, placing modifiers,
avoiding faulty shifts
Choosing words for effective
writing: choosing exact, vivid,
appropriate words, editing
wordiness, appropriate usage
One Flew Over the Cuckoo's
Nest
VFW public speaking contest
Employs principles of Standard
Written English in writing and in
editing.
Quiz
ELA3-12.R.7
Ed
Ad
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ELA1-12.W.1
Demonstrates use of concrete
rather than abstract words
ELA1-12.W.2
<P
T
Mo
Recognizes figurative language
Distinguishes between
frequently confused words
Recognizes slang, regionalism,
non-standard words, jargon,
neologism
Recognizes words that are sexist
or otherwise offensive
Points out words that are
pretentious, doublespeak and
euphemisms
Evaluates essays for wordiness:
eliminating redundancy, cutting
empty words, and compressing
padded writing
Identification of symbols and
analysis of the author's use of
them.
Completion of a study packet
ELA2-12.R.1
Literay response journal
ELA2-12.R.2
Analyzes methods of
psychological control and
manipulation
Objective test
ELA2-12.R.3
Analytical essay
ELA2-12.R.6
3-5 minute speech (tape
recorded)
ELA2-12.W.1
Students write and record a
response to a given question
provided by the VFW Voices of
Democracy contest
Ed
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ELA2-12.W.2
ELA2-12.W.3
ELA3-12.S.1
ELA3-12.S.2
<P
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Mo
Creating and effective,
convincing and emotionally
powerful speech
How are people's lives
eflections of their social
environment?
Reading and Analyzing Fiction:
How can I convey the essence of
myself in a college essay?
A Rose for Emily
How does fantasy serve as a
eflection of psychological,
emotional and spriritual
experience?
What elements of modern
humanity are recognizable in
Aristotle's model of tragedy?
ELA1-12.S.1
evaluation of audience
The Story of an Hour
The Destructors
Everyday Use
Paul's Case
Infers details about characters
and plot as a result of clues
provided by the author.
Selection tests
College personal essay
Compares various
literary characters
Literary response journal
Ed
Ad
No
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Recognizes the effect of time
and place on the characters
Hills Like Elephants
Oxymandias
Identify sources of irony
<P
T
Mo
College Essay
Young Goodman Brown
Dramatic reading
Rocking Horse Winner
Tests
Oedipus the King: Greek
Theatre: tragic hero, tragic
flaw, hubris,
Critical essay
Ed
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Aristotle's model for tragedy
(The Poetics):
plot-making, character
delineation, thought & language,
speech,song, &
spectacle
Theatre of Ancient Greece:
Theatron, orchestra, skene,
chiton, cothurni,
properties, masks, male
actors, masks, etc.
Organic parts of the plot:
recognition, pathos,
compications, denouement
Archetype, Quest motif,
sacrificial scapegoat,
Role of Chorus: Protogos, odes,
Exodus. Stichomythis Dialogue
Irony: verbal, situational,
<P
T
Mo
How have social stereotypes
oppressed women?
What is evil, and what drives
men and women to commit dark
deeds?
dramatic
Ibsen: The Doll's House
Sojourner Truth: "Aint' I a
Woman?"
AP Test Practice
What philosophies are common
ELA2-12.R.1
Ed
ELA2-12.R.2
ELA2-12.R.5
ELA2-12.R.6
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ELA2-12.W.2
ELA2-12.W.3
Miterm exam
Literary Response Journal
The Color Purple
Macbeth
Applies and illustrates the
use of Literary Terms:
tragedy, paradox,
character, resolution, irong,
blankverse, foreshadowing,
suspense, mood, imagery,
symbolism, metaphor, turning
poing, dumb show, soliloquy,
aside climax, tragic hero, theme,
internal and external conflict,
figurative language
Literary Skills:
What character changes reflect a
coming of age"?
What themes and images are
common in Wordsworth's
poetry?
In class (short) essays
Critical essays
How does oppression occur and
how can people overcome it?
What distinguises Petrarchan,
Spenserian and Shakespearean
sonnets?
Evaluates the literary elements
used by specific authors to
create an effect or theme
AP Test Practice
ELA2-12.W.1
What are the consequences of
he freedom to make choices in
ife?
How do the messages of love in
sonnets compare with those of
modern poetry?
Analyzes complex and
sophisticated literary works
Identifies key events in the plot
Outlines cause/effect
relationships in the plot
Uses journal to answer
questions for each act.
Formal assessment: Act tests
Formal essay: Macbeth
<P
T
Mo
Ed
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Completes skill handouts
Handouts on :
plot, character attribute web,
cause/effect graphic organizer,
sociogram, literary analysis:
similes & metaphors
<P
T
Mo
Uses journal to answer study
guide questions for the novel
Analyzes character development
Formal essay: The Color Purple
Sonnets:
Analyzes sonnets
Sir Thomas Wyatt: Whoso List
to Hunt
Interprets poems by considering
the author's use of literary
devices.
Edmund Spenser: Sonnet 30,
Sonnet 75
William Shakespeare: Sonnets
29,73,116,130
Poetic meter: iamb, trochee,
anapest, dactyl,spondee,
caesura
Writes a comparative essay on:
Tone
Modern love (e.e. cummings'
poem vs. Shakespearena
sonnet)
Discusses poetry in class.
Explains poetry in joural
Ed
Ad
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Test: Whoso List to Hunt;
Sonnets 30 & 75
Test: Shakespearen sonnets
Literary response journal
<P
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Mo
among Romantic poets?
Scansion: feet; dimeter,
trimeter, tetrameter,
pentameter, hexameter
Romantic Poets:
Blake: The Tyger, The Lamb
Wordsworth: Strange Fits of
Passion Have I Known, She
Dwelt Among the Untrodden
Ways, A Slumber Did My Spirit
Searl, The World is Too Much
With Us
Romantic Lyrics: apostrophes,
blank verse, meditative poems,
How do various types of change
affect individual's lives?
Women writers in the Romantic
Period
n what ways does death, or
near death, impact people's
ives?
Ode, apostrophe, paradox, terza
rima, assonance,
What types of social and racial
prejudice exist?
Femme fatale, seducer, ballad
Cold Sassy Tree
Applies the term bildingsroman
to the novel, citing examples of
specific incidents that reflect
Will's coming of age.
Demonstrates and
understanding of the novel's
theme by selecting specific
incidents which develop the
theme
Discusses methods of
characterization.
Demonstrates an understanding
of the effect on Will of specific
things things said or done by
Miss Love.
Analyzes the importatnce of
specific journeys in the novel as
they apply to the structure of
the novel.
Identifies specific incidents
included by the author which are
used to create readers'
inferences about specific
characters. These inferences
are contrasted with the
revelations which result from
later events.
Identify the use of language as a
reflection of social status
Interpretive Essay
ELA2-12.R.1
Study packet
ELA2-12.R.2
Journal entries
ELA2-12.R.5
AP style Free-response essay
tied to the novel
ELA2-12.R.6
ELA2-12.W.1
Ed
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ELA2-12.W.2
ELA2-12.L.2
ELA2-12.L.3
ELA2-12.L.1
<P
T
Mo
s the topic of my choice worthy
of research?
Are there adequate sources
elating to my topic?
What is my opinion concerning
my topic?
How does one determine the
quality of a source?
What is the difference between a
data base and a website?
What organizational strategy will
best support my thesis
statement?
MLA Format
Research Strategies:Developing
a bibliography, using an
electronic library catalogue
(OPAC), Electronic databases,
AV resources, internet,
periodicals, Boolean search,
phrase search, keyword search
Reading: Evaluating credibility of Working bibliography
sources, Boolean search
ELA3-12.R.1
ELA3-12.R.7
Notetaking: selecting main
ideas and supporting details
ELA1-12.W.1
Note cards
Ed
ELA3-12.R.5
ELA1-12.W.2
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Thesis statement
Notecard Check
Taking notes and documenting
sources
Inference, cause -effect,
deductive and inductive
reasoning
Parallel sentence structure
What determines the relability of
data?
Reading non-ficition and notetaking
Writing: selecting and limiting a
topic
Writing a thesis sentence
Listening
Speaking
Grammar
Creating agreement between
pronouns and their antecedents
Rules for expressing numbers in
written form
Editing sentence fragments,
comma splices, and run-ons
Complex sentences
Evaluates credibility of sources
Paraphrasing and summarizing
critical information as students
take notes
Analyzing material from diverse
sources
Arranging notecards and
aligning them with a graphic
organizer as pre-writing for a
formal outline.
Constructing a formal outline
that reflects a logical pattern of
argumentation
Writng the rough draft, using
Microsoft Word.
Formal MLA outline
Rough Draft
<P
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Mo
What constitutes an effective
ntroduction and conclusion?
How can the student's opinion
on a specific topic best be
expressed and most
convincingly supported?
Editing strategies
Writing in-text (parenthetical)
citations
Creating logical arguments
Preparing a list of works cited,
using MLA format
Student evaluates his/her own
paper, as well as that of a peer,
using evaluation rubric
Writes an introduction that
establishes the writer as
trustworthy, fair and interesting.
Writes a conclusion that
incorporates anecdotes,
descriptions, quotations or
figurative language to create a
suitable emotional appeal
10-12 page paper with a title
page, a formal outline, at least
10 parenthetical citations, an
accurate works cited page
ELA1-12.S.1
ELA1-12.W.2
ELA3-12.S.2
Oral presentation
Ed
ELA1-12.W.1
ELA3-12.S.3
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ELA3-12.S.1
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Prepares an oral presentation to
the class that summarizes the
argumnent and support
presented in the thesis.
Standards used in this Map
12.R.1 [3 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 12.R.01 - recognize and analyze the relevance of literature to contemporary an
al events and situations from short stories, novels, plays, film and video productions, poems, and essays - read and discuss literary criticism - engage in a variety
rative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the tex
ituations, extending the ideas to broaden perspectives [Grade 12]
12.R.2 [3 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 12.R.02 - read, view, and respond independently to literary works that represe
of social, historical, and cultural perspectives [Grade 12]
12.R.3 [1 occurrence] - ELA Standard 2 - Reading Strand - Performance Indicator 12.R.03 - compare a film, video, or stage version of a literary work with the wri
[Grade 12]
12.R.5 [2 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 12.R.05 - read and interpret literary texts from a range of authors, genres, and
s, including literary criticism [Grade 12]
12.R.6 [3 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 12.R.06 - interpret multiple levels of meaning and subtleties in text [Grade 12]
12.R.1 [2 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 12.R.01 - analyze and evaluate nonfiction texts, including professional journals
al manuals, and position papers, to determine the writer’s perspectives, purposes, and intended audience - identify text structure, using supports such as graphic
ers - preview a text (e.g., in order to build a schema), noticing structural markers, such as headings and subheadings - focus on key word/phrases that signal tha
heading in a particular direction - identify the particular kinds of language used in particular texts [Grade 12]
12.R.4 [1 occurrence] - ELA Standard 3 - Reading Strand - Performance Indicator 12.R.04 - form opinions and make judgments about literary works by analyzing
ing texts from more than one critical perspective, such as a social perspective [Grade 12]
12.R.5 [2 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 12.R.05 - select, reject, and reconcile ideas and information in light of beliefs [
12.R.6 [1 occurrence] - ELA Standard 3 - Reading Strand - Performance Indicator 12.R.06 - make judgments about the quality of literary texts and performances
g personal and academic criteria, such as that found in literary criticism [Grade 12]
12.R.7 [2 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 12.R.07 - analyze and evaluate the intellectual and/or emotional impact of spe
n the reader [Grade 12]
12.W.1 [3 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 12.W.01 - use and integrate a wide range of organizational strategies to presen
ation [Grade 12]
12.W.2 [3 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 12.W.02 - define the meaning of and understand the consequences of plagiaris
gate college and university policies [Grade 12]
12.W.1 [3 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 12.W.01 - write interpretive and responsive essays of approximately five pages
s judgments and support them through references to the text, using direct quotations and paraphrase - explain how the author’s use of literary devices, such as
y, stream of consciousness, and irony, affects meaning - engage in a variety of prewriting experiences, such as using a variety of visual representations, to expres
etations, feelings, and new insights [Grade 12]
12.W.2 [3 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 12.W.02 - use resources such as personal experience, knowledge from other co
and independent reading to create literary, interpretive, and responsive text [Grade 12]
12.W.3 [2 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 12.W.03 - maintain a portfolio that includes literary, interpretive, and responsi
[Grade 12]
12.L.1 [1 occurrence] - ELA Standard 2 - Listening Strand - Performance Indicator 12.L.01 - interpret and respond to texts from a variety of genres, authors, and
s [Grade 12]
12.L.2 [1 occurrence] - ELA Standard 2 - Listening Strand - Performance Indicator 12.L.02 - respond to authors’ reading and discussing their works [Grade 12]
12.L.3 [1 occurrence] - ELA Standard 2 - Listening Strand - Performance Indicator 12.L.03 - identify how format and language are used in presentations to
nicate the author’s message and evoke a response [Grade 12]
12.S.1 [2 occurrences] - ELA Standard 1 - Speaking Strand - Performance Indicator 12.S.01 - prepare and give presentations to a variety of audiences on a range
ational topics, using a variety of techniques, such as multimedia, group presentations, and dramatic approaches [Grade 12]
12.S.1 [2 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 12.S.01 - express opinions and make judgments about ideas, information,
nces, and issues in literary, scientific, and historical articles, in public documents, and in advertisements [Grade 12]
12.S.2 [2 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 12.S.02 - present reasons, examples, and details from sources such as films t
opinions or judgments [Grade 12]
12.S.3 [1 occurrence] - ELA Standard 3 - Speaking Strand - Performance Indicator 12.S.03 - respond to constructive criticism [Grade 12]