CHAMBERSBURG AREA SCHOOL DISTRICT
COURSE OF PLANNED INSTRUCTION
SCHOOL CASHS
DEPARTMENT ENGLISH
COURSE TITLE
AP ENGLISH
LESSON FREQUENCY (PER WEEK)
COURSE CREDIT 1
5
DATE 3/01
GRADE 12
TIME
45
COURSE LENGTH 1 YR.
COURSE REVISED
COURSE REQUIRED YES
ELECTED
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I.
MAJOR COURSE OJBECTIVES AND STUDENT PERFORMANCE INDICATORS
All Students Will
A.
Read and use a variety of methods to understand universal themes and techniques in a genre-driven study of classic and
contemporary literature.
Reading, Writing Standard: 1.1.11, 1.2.11, 1.3.11
1.
2.
B.
Describe meanings and analyze, evaluate, and respond critically in both oral and written form to selections of literature
representing the genres of drama, novel, poetry and short story.
Reading, Writing Standard: 1.1.11, 1.2.11, 1.3.11, 1.4.11, 1.5.11, 1.6.11, 1.7.11
1.
2.
3.
4.
5.
C.
2.
3.
Chart the developmental changes in the theory of tragedy through three historic periods: Classical Greek, English
Renaissance and Modern
Identify characteristics of the time periods of works studied in class
Relate literary selections to their historical and cultural context
Analyze and make critical judgments about literature, writing and oral communication
Reading, Writing Standard: 1.1.11, 1.2.11, 1.4.11, 1.5.11, 1.6.11
1.
2.
3.
E.
Identify details and interpret meaning in selections from four genres, in both oral and written form, through small
group and class discussions, seminars, and teacher-generated inquiry.
Analyze, respond critically or evaluate a writer’s use of literary and stylistic elements in frequent timed (in-class) and
prepared essays
Analyze the stylistic elements of prose passages
Explicate and analyze poetry for figurative language and stylistic devices
Identify the characteristics of style and voice that distinguish one prose writer from another
Understand the historical and cultural context of literary selections
Reading, Writing Standard: 1.1.11, 1.2.11, 1.3.11, 1.4.11, 1.7.11
1.
D.
Read major and representative works from four genres of literature: drama, novel, poetry and short story
Identify the literary elements specific to a particular genre and analyze representative works in terms of these literary
elements
Participate in small-group, class and seminar discussions about literature
Engage in self-assessment and peer assessment of individual and group presentations to the class
Participate in student-teacher and peer conferences about writing
Write informative, narrative, analytical, and persuasive essays on a first-year college level
Reading, Writing Standard: 1.4.11, 1.5.11
Math Standard: 2.4, 2.5, 2.7
1.
2.
3.
4.
5.
Write prepared and timed (in class) essays in a variety of rhetorical modes: description, definition, persuasion and
analysis
Establish and maintain a clear purpose and focus in writing
Recognize and address the effect of audience on writing
Provide specific and relevant illustrative content in writing
Demonstrate mastery of basic punctuation
*Italics reference student expectations taught by Classroom Teacher and/or Librarian
F.
Develop effective research skills through literary projects using a variety of research options including print and electronic sources
Reading, Writing Standard: 1.3.11, 1.4.11, 1.5.11, 1.8.11
Math Standard: 2.4, 2.7
1.
2.
Conduct research using print and electronic sources for individual and group projects and a 10-12 page research
paper
Integrate and document primary and secondary source material in informative, analytical and persuasive writing
G. Listen with understanding to oral messages and deliver oral presentations designed to inform, analyze and describe
Reading, Writing Standard: 1.3.11, 1.6.11, 1.8.11
1.
2.
3.
4.
Participate in small-group, class and seminar discussions
Work collaboratively on informal small-group presentations related to literature studied in class
Prepare individual oral presentations on a contemporary poet
Collaborate in preparing and presenting a project on a selected short story
H. Develop information literacy skills
Reading, Writing Standard: 1.8.11
1. Select and refine a topic for research
Reading, Writing Standard: 1.8.11.A
2. Access information using appropriate sources and strategies.
Reading, Writing Standard: 1.8.11.B
Math Standard: 2.4.11.E, 2.6.11.A, 2.6.11.G
3. Determine the validity and reliability of primary and secondary source information and use information accordingly
in reporting on a research topic.
Reading, Writing Standard: 1.8.11.C
Math Standard: 2.5.11.B, 2.6.11.E, 2.6.11.F, 2.7.11.B
4. Effectively use technology as a resource (1.2, 1.5, 1.6, 1.8)
(2.1.11.D, 2.1.11.E, 2.2.11.A, 2.2.11.F, 2.3.11.A, 2.4.11.C, 2.5.11.C)
5. Practice ethical behavior in regard to information and information technology (1.5, 1.6, 1.8)
II.
CONTENT OUTLINE AND TIME ALLOCATION
Suggested recommendations – alternative pre-approved selections may be substituted
A.
Writing and Style Analysis Unit
1.
Texts for analysis
a.
“Araby” – James Joyce
b.
“Living Like Weasels” – Annie Dillard
c.
“Of Revenge” – Francis Bacon
d.
“A Modest Proposal” – Jonathan Swift
e.
Supplementary selections
2.
B.
(3 weeks)
Writing Assignments
a.
Personal narrative (self description using metaphor)
b.
Description of an object
c.
Description of another person
d.
Definition of an abstract concept (i.e. Beauty, Truth,)
e.
Persuasive essay on a contemporary issue
f.
Persuasive essay arguing the other side of the issue
g.
Written peer analysis of student essay
h.
Style analysis of a prose passage
Drama Unit
1.
Greek Tragedy
a.
Aristotle’s Poetics
b.
Oedipus Rex
c.
Antigone
d.
Excerpts from Oedipus at Colanus
(12 weeks)
2.
Renaissance/Elizabethan Tragedy
a.
Hamlet (seminar discussion format)
b.
Macbeth or Othello
3.
Modern Drama
a.
Hedda Gabler and/or A Doll’s House
b.
Long Day’s Journey into Night
4.
Writing Assignments
a.
Prepared writings
1) Critical analysis of Oedipus Rex using the dramatic principles in Aristotle’s Poetics
2) Explication and analysis of a choral ode
3) Hamlet essay
4) Written component to accompany a dramatic presentation
b.
In-class timed writings
1) Oedipus Rex essay (characterization analysis)
2) Macbeth or Othello essay (imagery/ theme)
3) Hedda Gabler and/or A Doll’s House essay (creative/ point of view)
4) Long Day’s Journey Into Night essay (characterization analysis/ patterns of blame)
C.
Novel Unit
1.
The Mayor of Casterbridge
2.
Crime and Punishment
3.
A Farewell to Arms/ The Old Man and the Sea (seminar discussion format)
4.
Selected Novels
5.
D.
(9 weeks)
Writing Assignments
a.
Prepared writings
1) Research paper (10-12 pages)
2) Crime and Punishment (artistic performance with a creatively written component)
b.
In-class timed writings
1) The Mayor of Casterbridge essay (chance vs. free will theme)
2) Crime and Punishment essay (analysis of water and vegetation imagery)
3) The Mayor of Casterbridge and Crime and Punishment essay (comparison of foil characters in novels)
4) A Farewell to Arms/ The Old Man and the Sea essay (style analysis)
Poetry Unit
(6 weeks)
1.
DiYanni text (Chapters 6-10)
2.
Selected poems from text to illustrate poetic techniques and literary, historical, and cultural contexts.
3.
4.
Writing Assignments
a.
Prepared writing
1) Poem analysis (2-3 pages)
b.
In-class writings
1) Critical analyses of several short poems
Contemporary Poets Project
a.
b.
Individual oral presentation on a contemporary poet’s work
Written analysis of a representative poem
E.
Short Story Unit
1.
DiYanni text (Chapters 1-4 omitting pages 29-35)
2.
Group project (Teaching selected stories)
a)
“A&P” – John Updike
b)
“The Story of an Hour” – Kate Chopin
c)
“Shiloh” – Bobbie Ann Mason
d)
“A Rose for Emily” – William Faulkner
e)
“The Short Happy Life of Francis Macomber” – Ernest Hemingway
f)
“Cathedral” – Raymond Carver
g)
“Everyday Use” – Alice Walker
h)
Supplementary Selections
(4 weeks)
F.
Vocabulary
1.
Independent work – a workbook of 15 units
2.
Vocabulary applied to literature
( 6 weeks)
III.
TEXTS, MATERIALS, AND MAJOR RESOURCES
Aristotle. Poetics. Trans. S.H. Butcher. New York: Hill, 1961.
Baker, Sheridan. The Practical Stylist, 7th ed. New York: Harper, 1990.
Brooks, Cleanth, et al. An Approach to Literature. New York: Meredith, 1964.
DiYani, Robert. Literature: Reading Fiction, Poetry, Drama, and the Eassy. 2nd ed. New York: McGraw-Hill, 1990.
Carlsen, G. Robert, and Ruth Christoffer Carlsen, eds. English Literature: A Chronological Approach. Treasury ed.
New York: McGraw-Hill, 1985.
Shostak, Jerome. Vocabulary Workshop, Level H. Enhanced ed. New York: Sadlier-Oxford, 1996.
Paperbacks (See course outline)
District Libraries (print and electronic sources)
IV.
PROCEDURES FOR ASSESSMENT OF PA ACADEMIC STANDARDS
Class discussions, small-group discussions and teacher conferences
Seminar format discussions
In-class timed writings
Selected literary and research projects
Teacher designed tests and quizzes and/or standard text tests
Midterm and cumulative exams as designated by District policy
Teacher, peer, and self-assessments of writing
Teacher observation
Opportunity for alternative assessment as deemed appropriate by the teacher (student presentations)
V.
SPECIAL CONDITIONS OR PREREQUISITES
Successful completion of Honors English 11 with an “A”, teacher recommendation, and completion of required
application.
Class size should be limited to 15 students
VI.
COURSE EVALUATION PROCEDURE
All planned courses will be monitored by the department chair and building administrators and revised according to
the District’s revision cycle.
Achievement data from the PSSA will be reviewed.
VIII.
ACCOMMODATIONS
The needs of students in the learning support and gifted programs are met through a variety of adaptations,
modifications or enrichments to the planned course. If a student has an IEP or a GIEP (Gifted Individual Education Plan),
specific strategies and accommodations for that student will be identified in his or her individualized educational plan under
the section called specially designed instruction. The learning support and gifted teachers are available to provide classroom
teachers with any kind of assistance in providing accommodations.