Mrs. Mary Davenport
2013-2014
mary_davenport@dpsk12.org
720-424-1207
AP English Literature and Composition
Website:
http://braplit.wikispaces.com/
Teacher Objective:
I teach to empower you to create the direction of your life, both currently and in the future. Language is
powerful; those who use it purposefully, those who recognize its many functions are those for whom doors open in
school and beyond.
Course Objectives:
1. To carefully read and critically analyze literature from various genres, periods, forms, and cultural/
geographical lenses, being exposed to many and becoming experts on a few.
2. To understand the ways, both obvious and subtle, writers use language to provide meaning.
3. To understand a work’s complexity, to absorb the richness inherent in the reading experience, and to
analyze how meaning is created through literary devices such as structure, style, theme, figurative language,
imagery, symbolism, tone, diction, etc.
4. To think critically and question meaningfully.
5. To clearly articulate not only “what” the author/poet is doing, but also the “how” and “why.”
6. To write eloquently, focusing on critical analysis of literature (including expository, analytical, and
argumentative essays), using intentional structure (at the essay, paragraph and sentence level), sophisticated
and content-specific vocabulary, as well as technical mechanics.
7. To speak informally and formally, defending interpretations yet respectfully exploring varied perspectives
offered by the community.
Course Overview (adapted from Collegeboard):
An AP English Literature and Composition course engages students in the careful reading and critical
analysis of 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. As they read, students consider a
work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery,
symbolism and tone.
The goal of the AP English Literature and Composition course is to encourage students to read, write, and
discuss works critically and with energy and imagination. By the end of the AP English Literature and Composition
course, students should be able to approach a poem, a prose work, and a play and—proceeding beyond visceral and
emotional reactions—respond to it analytically and critically, both orally and in writing. These well-developed
responses will, at their best, use literary terms and key concepts to illuminate insights rather than simply to show
students’ familiarity with them.
Disclaimer:
As this is a college-level course, performance expectations are appropriately high, and the workload is
challenging. Students are expected to commit to a MINIMUM of five hours of course work per week
outside of class. Often, work involves long-term writing, reading, and practice assessment assignments, so
effective time management is essential. Due to the demanding curriculum, students must bring to the course
sufficient command of mechanical conventions and an ability to read and discuss college-level prose and poetry.
Students who are not proficient in these areas will need to willingly commit to additional practice, tutoring, and
other means of self-improvement.
Additionally, an A is difficult to come by in this course. By earning an A, you have demonstrated the ability
to read analytically, provide frequent insights, contribute intelligently to class discussions and activities, and write at
a sophisticated level above the high school average. “A-students” go above and beyond in reading, writing,
participation, collaboration, thinking and effort, both in and out of the classroom.
Please be aware, the vocabulary you will encounter in AP Lit is both enlightening and overwhelming.
Various vocabulary supports will be built in, including but not limited to: word hunts, personal ongoing lists,
I refuse to disrespect, dishonor, or dismiss you by making this class easier.
“Education comes from within; you get it by struggle and effort and thought.” ~Napoleon Hill
Mrs. Mary Davenport
2013-2014
mary_davenport@dpsk12.org
720-424-1207
quizzes/exams, presentations, graphic organizers, homework, word walls, etc. It is critical to pay close attention to
vocabulary in all modes of language: reading, writing, thinking, and speaking.
Grading:
Since this is a college-level class, your grade will be weighted more heavily on ability and performance, and
less on activity and effort.
70% Assessments/Products
Essays, exams, quizzes, projects, summative work, etc
30% Citizenship/Process
Homework, class work, group work, checkpoints, formative assessments, book talks, vocabulary, etc
Per Bruce Randolph High School Policy:
students that do not pass 12th Language Arts will not be able to walk at graduation.
Description of the Work Load (approximate):
 [DAILY] Students will be expected to read an assigned reading (mostly fiction, but not always), think
deeply about it every night, and complete small accountability tasks which reflect such thought.
 [WEEKLY] Students will consistently learn, utilize, create flash cards, study, and be assessed on literary
devices and other academic vocabulary.
 [BI-MONTHLY] Students will consistently and independently write AP free response essay questions
{poetry (Q1), prose (Q2), and Q3 prompts}, or other assigned essays. Students will also be assigned
multiple choice practice exams.
 [QUARTERLY] Students will have intermittent creative and/or enrichment assignments, such as
posters, group work, and/or performance tasks.
 [AS OFFERED BY TEACHER] Students can take advantage of extra credit opportunities, which will
result in points to the citizenship/process portion of the gradebook.
Grade Awareness:
Students are expected to remain aware of their own grades through Infinite Campus. Computer access is
available through the public library, school library, computer time in class, and/or appointment with me. According
to my discretion and availability, I will report grades through print out and/or conference form.
Classroom Engagement (academic and behavior):
Communication Daily objectives, agendas, and reminders will be on the board. Through this public display
of information as well as my verbal explanations, it is expected that all students understand and engage with
what we are doing as well as the reasons why throughout each class session.
Entering the classroom Students are expected to be prompt and prepared to learn. Pay attention to
objectives, agenda, and begin the warm-up which will be posted on the projector and/or board.
Instructional Methods I employ a variety of teaching methods to foster an environment of learning. These
include, but are not limited to: lecture, technology, discussion (in pairs, groups, and as a whole class), student
projects, Socratic seminars, modeling, small group targeted instruction, workshop, worksheets, book studies,
student presentations, expert groups, etc. Regardless of the method, students are expected to engage with the
task at a college-level and be productive.
A majority of our time together in class will be using a variety of techniques to analyze what we’ve read.
Other times will be making connections among texts (poetry especially), practicing writing in various modes,
looking at sample assessments, workshop time, and other instructional activities.
Small Group Instruction Each student in here is an individual. It is my goal as a teacher to be better at
targeted small group instruction to ensure individualized learning opportunities and growth. Respect of this time,
your colleagues, as well as transitions in and out of groupings is a non-negotiable. Language regarding yourself
and/or peers in these groups should be positive at all times. When I am in a small group, engage with your assigned
task and “ask 3 before me” to avoid interruptions.
I refuse to disrespect, dishonor, or dismiss you by making this class easier.
“Education comes from within; you get it by struggle and effort and thought.” ~Napoleon Hill
Mrs. Mary Davenport
2013-2014
mary_davenport@dpsk12.org
720-424-1207
Ending Class I dismiss you, not the bell, when the all learning tasks are complete, announcements made,
class is cleaned up and students are waiting in desks. I teach bell to bell, so that we can accomplish our goals. Do
not expect free time!
School rules
I have high expectations for behavior in this classroom. Through implementation of the BRUCE values, AP
Lit seniors are expected to create a college-like learning environment within the classroom, as well as setting an
example of BRUCE values outside of the classroom for other students as well. AP Lit students will show Brilliance,
Respect, Unity, Character, and Effort, or appropriate consequences will be administered. Students are expected to
uphold the 0 tolerance BR electronic policy in this classroom.
Attendance Policy:
Prompt class attendance is critical to learning. Tardy students disrupt the learning of themselves as well as
their peers, thus tardiness will not be tolerated. If you anticipate an absence, the best thing to do is contact me via
email and/or phone prior to your absence. You are responsible for figuring out what you missed when absent, and
you do that by asking a peer, or using the absence bin. Another great resource for you is the wiki. DO NOT
INTERRUPT CLASS TO ASK WHAT YOU MISSED.
Late Work Policy:
Late work due to an excused absence is due within one day that the student returns to school without
penalty. Late work will not be accepted after one day. Late work will not be accepted for unexcused absences.
Academic Integrity:
Cheating and plagiarism in any form regardless of intent will not be tolerated. Any student caught cheating
or plagiarizing will automatically receive a “0” for the assignment and moved on the Behavior Intervention Ladder.
On the second offense, administration and your parents/guardians will be notified in addition to movement on the
Behavior Intervention Ladder. The definition of plagiarism is: copying any information, even when the
wording is changed, without citing it.
Required Supplies:
Students should come to class prepared daily with BRS planner, pencils, pens, highlighters, paper, as well as
both a folder (or binder) and a notebook for AP Lit only. You will also need post-its and note cards. You will be
required to type many essays in this class; I highly recommend a flash drive!!! Other recommended supplies are
colored pencils, scissors, glue, stapler, white out, etc. If you have financial issues when it comes to supplies, please
see me and/or Mr. Cedillo as soon as possible so other arrangements can be made.
Required Textbook:
Students will be given and responsible for the following texts:
 The Bedford Introduction to Literature edited by Michael Meyer
 WriteSource Writer’s INC Skillsbook Level 11
You are expected to take proper care of your textbooks and will pay the cost of replacement should damage or loss
occur. Please keep track of YOUR book as indicated by the number on the margin. You must return the exact book
lent to you. (Book replacement cost is approximately $125)
Students will also be given a copy of the novels/plays we read as a text. You are expected to take proper
care of these and will pay the cost of replacement should damage or loss occur. (Book replacement cost ranges from
approximately $5-50.)
Since we have a broad approach to reading, you will be responsible for bringing appropriate book(s) to class
at any given time. I will be sure to announce details pertaining to what you need to bring in a timely manner.
Thinking:
Authors are intentional. Meaning is not an accident; it is formed through purposeful utilization of words,
sentences, lines, paragraphs, chapters, titles, names, settings, conflicts, colors, sounds, seasons, tones, etc. The
majority of our reading, writing, and speaking exercises will reflect critical and thoughtful exploration of how
meaning is made.
I refuse to disrespect, dishonor, or dismiss you by making this class easier.
“Education comes from within; you get it by struggle and effort and thought.” ~Napoleon Hill
Mrs. Mary Davenport
2013-2014
mary_davenport@dpsk12.org
720-424-1207
Writing:
As a Process In AP Lit, writing is both a journey and a destination. Value will be placed on the planning,
drafting, revising, editing, and publishing stages of an essay, as well as the awareness that this cycle is not necessarily
linear or absolute. Feedback will be targeted for specified outcomes. Essays will be workshopped with the valued
input from the community. Expectations of the author during process and product will always be rigorous.
Students are required to keep all essays, drafts and published versions, in a portfolio that stays in class.
In Varied Forms for Various Purposes In AP Lit, writing will be utilized for a variety of reasons. It will
be formal, summative assessments of analysis and textual knowledge; timed practice for AP exams; informal, quick,
formative snapshots of student proficiency and progress; launch points for conferences; brief exploration of a
forming thesis as well as extended developing of a focused thesis; and informal, social modes of communication.
Through Systematic Grammar Mini-lessons In AP Lit, students will use grammar books and activities to
learn, review, and/or perfect the construction of artistic sentences with appropriate utilization of words, phrases,
clauses, conjunctions, and punctuation.
Reading:
Students in AP Lit are expected to read analytically, widely, deeply, actively, and extensively. While reading
assigned texts, students will be held accountable for employing a variety of analysis tools, such as but not limited to:
post-its; pre, during, and post-reading strategies; note-taking; annotating; reading logs; quizzes; reading guides.
Communicating:
In writing and speaking, students will be taught and held accountable for using academic vocabulary,
including present tense verbs to be utilized in literary analysis, as well as the correct identification and analysis of
literary terms and devices.
Our Year at a Glance (subject to change at teacher’s discretion)
(All units are built with the course objectives, college readiness, and the AP exam in mind.)
Semester 1
Approximate Dates
Unit
Aug 26-Sep 6
Community and preassessment
Sep 9-20
Entrance essay
Sep 23-Oct 18
The Book Thief
Oct 21-Nov 15
The Bluest Eye
Nov 18-Dec 13
The Things They Carried
Dec 16-20
The Importance of Being Earnest
Holiday Reading Assignment
A Thousand Splendid Suns
Semester 2
Approximate Dates
Jan 6-10
Jan 13-31
Feb 3-28
Mar 3-7
Mar 10-14
Mar 17-Apr 11
Apr 14-25
Apr 28-May 9
May 12-Graduation 
Unit
Holiday reading assessment and introduction to Life of Pi
Life of Pi
Ceremony
Poetry
Poetry and transition to Macbeth
Macbeth
Poetry
Review
Reflect
I refuse to disrespect, dishonor, or dismiss you by making this class easier.
“Education comes from within; you get it by struggle and effort and thought.” ~Napoleon Hill
Mrs. Mary Davenport
2013-2014
mary_davenport@dpsk12.org
720-424-1207
I refuse to disrespect, dishonor, or dismiss you by making this class easier.
“Education comes from within; you get it by struggle and effort and thought.” ~Napoleon Hill
Mrs. Mary Davenport
2013-2014
mary_davenport@dpsk12.org
720-424-1207
AP Literature and Composition Student and Parent Agreement:
Please fill out completely.
To be returned for 100points by September 6th
We, the undersigned, have read and understand the creed, rules, and expectations set forth by the instructor for the
successful completion of AP Literature and Composition.
Student name (print): __________________________________________________________________
Student signature/date: ________________________________________________________________
Student email: _______________________________________________________________________
Parent/Guardian name (print):
______________________________________________________________________________________
Parent/Guardian signature/date:
______________________________________________________________________________________
Parents and Guardians,
Since I cannot always answer a phone call during the school day, the best way to reach me is via
email (mary_davenport@dpsk12.org), which I check several times throughout the day. Please list a phone
number where you can be reached from 7am-3pm if you do not have regular access to email, as well as
your preference for contact.
(Please print clearly)
Parent/Guardian Name: ____________________________________________________
Parent/Guardian Email: ____________________________________________________
Preferred Phone #: _________________________________
Secondary Phone #: _________________________________
Comments or questions for me:
I refuse to disrespect, dishonor, or dismiss you by making this class easier.
“Education comes from within; you get it by struggle and effort and thought.” ~Napoleon Hill