AP English: Literature and Composition
2014-2015 Syllabus
Contact Information
Mrs. Shannon Schulter
Warren Central High School/Classroom #131
(270) 842-7302
shannon.schulter@warren.kyschools.us
According to the College Board Advanced Placement Program: “The AP English course in
Literature and Composition should engage students in the careful reading and critical analysis
of literature.”
Course Objective
The AP English Literature and Composition course will allow students to identify, understand,
interpret, evaluate, and appreciate complex texts. The overall goal is for students to be
proficient in discussing British and American literature of different genres and from various
historical time periods encompassing Anglo-Saxon through contemporary. Students will display
analysis through writing (e.g. timed writing, revised essays, and research papers) and through
in-depth class discussions. With extensive free response and multiple choice practice, students
will be ready for the AP Literature and Composition Exam and college English classes.
Learning Objectives—Students will be able to:
• Read literary texts closely
• Annotate literary text
 Make warranted and logical assertions about an author’s arguments
• Recognize and use literary terms
• Apply literary terminology to different genres
• Analyze different genres of literature
• Read, understand, and formulate timed analytical literary essays
• Read, draft, edit, and format analytical and research essays
• Answer multiple-choice questions similar to those on the Literature and Composition exam
• Use technology to complement an understanding of literature
Reader Responses—Assignment Explanations
In this class, you will write two types of Reader Responses. The first type, called an Informal
Response, will be hand-written in a composition notebook. Pick one or two aspects of the
literary piece (a character, the theme, a symbol, etc.) and write a two-paragraph “free-write”
reaction. Informal Responses will be assigned randomly throughout the year, but most will be
scheduled on the syllabus. The second type, called a Poetry Response, will be a one-page,
double-spaced typed response that should be typed in Google Docs. You will choose ONE poem
per week from the 100 Best Poems book and write a response similar to the informal one. It
may be an analysis or reader response, BUT you have to include at least ONE specific piece of
the text to support your interpretation. These will be due before class every Thursday until midMarch (excluding August 7th or any noted). Dates (25 total) are also on the syllabus.
AP English and Composition Weekly Calendar
*All assignments and readings are due on the given dates. If there is an issue with a due date,
you must discuss this with me BEFORE the due date. Otherwise, late work will not be
accepted. Time management is a critical skill.
**This is a tentative schedule, and the schedule may be altered when necessary. This is not
all-inclusive in reference to activities, but it displays works, concepts, etc. to be discussed.
Week
Number
1
Dates
August 6-8
WELCOME
BACK!!
2
August 1115
3
August 1822
4
August 2529
Projected Activities
-Introductions to AP Literature and Composition
-First Day of School—Image Connections
-Summer Reading/Explanation of Literature Presentation
-Class Discussion: “The Flea” by John Donne-INFORMAL RESPONSE 1
-“I Can Argue Anything”—Group Activity
-Pretest—Multiple Choice/Terms (Friday, 8th)
-Summer Reading Student Presentations (5 per day)
-Presentation Reflections
THURSDAY, AUGUST 14TH—POETRY RESPONSE 1 DUE
-How to Read and Analyze Poems/Characteristics
“From the Frontier of Writing” by Seamus Heaney-INFORMAL RESPONSE 2
“The Author to Her Book” by Anne Bradstreet-INFORMAL RESPONSE 3
“A Valediction: Forbidding Mourning” by John Donne-INFORMAL
RESPONSE 4
-Multiple Choice Test Practice w/Class Analysis
-Finish Summer Reading Student Presentations
-Presentation Reflections
-AP Test Characteristics/Group Test Question Breakdown
THURSDAY, AUGUST 21ST—POETRY RESPONSE 2 DUE
-Compare/Contrast Techniques-Comparison in Essay Instruction
-Poem Discussions
“We Grow Accustomed to the Dark” by Emily Dickinson-INFORMAL
RESPONSE 5
“Acquainted with the Night” by Robert Frost-INFORMAL RESPONSE 6
-IN-CLASS ESSAY #1—FRIDAY, AUGUST 22
-How to Read and Analyze Short Stories/Characteristics
-Read and Annotate “Barn Burning” by William Faulkner (Packet)INFORMAL RESPONSE 7-(Discussion Monday, 25th)
-Connections Group Activity
-Chunk writing practice
-Read “A Rose for Emily” by William Faulkner (Online)-INFORMAL
RESPONSE 8 (Discussion Wednesday, 27th)
http://www.eng.fju.edu.tw/English_Literature/Rose/el-text-E-Rose.htm
THURSDAY, AUGUST 28th—POETRY RESPONSE 3 DUE
-Close Reading Activity-Verbs/Nouns and Categorizing
-Chunk Writing activity (Faulkner and Southern Traditions)
5
September
2-5
LABOR DAYSEPTEMBER
1
6
September
8-12
7
September
16-19
TEACHER
WORK DAYSEPTEMBER
15
8
September
22-26
9
September
29-October
3
FALL BREAKOCTOBER 610
-In-Class Essay Anchor Papers w/Class Discussion
-Grading Anchor Papers/Analyze Timed Writing #1-Revise/Second Draft
-Timed Writing Strategies
-Reading “Araby”—in class (Level of Questions Activity)-INFORMAL
RESPONSE 9
-Exploring Theme (Handout)/How to Write an Effective Theme
THURSDAY, SEPTEMBER 4TH—POETRY RESPONSE 4 DUE
-Read and Annotate “The Chaser” by John Collier
-Compare/Contrast “Araby” and “Chaser” Themes—Chunk Writing Activity
-Read and Annotate “The Fall of the House Usher” by Edgar Allan Poe
(packet)(Discussion Monday, 8th)-INFORMAL RESPONSE 10
-Gothic Influence Group Activity
-Read and Annotate “Hop-Frog” by Edgar Allan Poe-(Discussion Wednesday,
10th)-INFORMAL RESPONSE 11
THURSDAY, SEPTEMBER 11TH—POETRY RESPONSE 5 DUE
-A View on Slavery-Chunk Writing Activity
-IN CLASS ESSAY #2-FRIDAY, SEPTEMBER 12TH
-How to Read and Analyze Dramas/Characteristics
-Reading Shakespearean Language Activity
-Reading and Discussing excerpts from Macbeth by William Shakespeare
(in-class readings)-INFORMAL RESPONSE 12
-Lady Macbeth Character Analysis
-Reading, Annotating, and Discussing Excerpts from King Lear by William
Shakespeare (packet) Discussion Thursday, September 18th
-Edmund Character Analysis
THURSDAY, SEPTEMBER 18TH—POETRY RESPONSE 6 DUE
CONNECTIONS TEST—FRIDAY, SEPTEMBER 19TH
(Students will receive The Scarlet Letter by Nathaniel Hawthorne to begin
reading.)
-College Application Essay Introduction/Prompt Approval—Due Sept. 24th
-Discuss Types of College Application Essays
-Analyze Student Samples of Application Essays
-Reading Excerpts from A Raisin in the Sun by Lorraine Hansberry (in-class
readings)—INFORMAL RESPONSE 13
-Tone Activity-“A Dream Deferred” by Langston Hughes
-Reading, Annotating, and Discussing Excerpts from Doctor Faustus by
Christopher Marlowe (packet)—INFORMAL RESPONSE 14—Discussion
Wednesday, September 24th
-Reading and Discussing “The Devil and Daniel Webster” by Stephen
Vincent Benet
THURSDAY, SEPTEMBER 25TH-POETRY RESPONSE 7 DUE
-Inner/Outer Circle Discussions
-How to Read and Analyze Novels
-Excerpts from Ethan Frome by Edith Wharton—INFORMAL RESPONSE 15
-Literary Device and Effects—Group Activity
-Reading, Annotating, Discussing “An Old Man’s Winter Night” by Robert
Frost and “Fatal Coasting Accident from The Berkshire’s Evening Eagle”
(Discussion Wednesday, October 1st)
10
October 1317
11
October 2024
12
October 2731
13
November
3-7
ELECTION
DAYNOVEMBER
4
14
November
10-14
15
November
17-21
-Possible Lab Day October 2nd
THURSDAY, OCTOBER 2ND—POETRY RESPONSE 8 DUE
-PRACTICE COLLEGE APPLICATION ESSAY #1—DUE OCTOBER 3RD
-Begin Scarlet Letter Discussions/Dialectical Journal Part 1 Due Monday,
13th
-Possible Symbols w/Discussion
-The Scarlet Letter Vs. Transcendentalism Discussion
-Group Activity—Connections—“Civil Disobedience” by Henry David
Thoreau, “Self Reliance” by Ralph Waldo Emerson, “Woman” by Sophia
Ripley, “Song of Myself” by Walt Whitman (all in-class readings)
-Group Presentations—Transcendentalism Connections
THURSDAY, OCTOBER 16TH—POETRY RESPONSE 9 DUE
-Creative Nonfiction Discussion—Walden by Henry David Thoreau
-Continue Scarlet Letter Discussions/Dialectical Journal Part 2 Due Mon. 20th
-OUT-OF-CLASS ESSAY #1—PROMPT DISCUSSION (Monday, October 20th)
-Inner/Outer Circle Discussions (Fishbowl Discussion)
Syntax Lesson—Importance of Sentence Structure
-Passage from Nathaniel Hawthorne’s novel The House of the Seven Gables
-Syntax Worksheet—Group Activity
-Chunk Writing—Syntax Analysis
THURSDAY, OCTOBER 23R—POETRY RESPONSE 10 DUE
-OUT-OF-CLASS ESSAY #1 DUE—FRIDAY, OCTOBER 24TH
-Scarlet Letter Conclusion/Dialectical Journal Part 3 Due Monday, 27th
-Multiple Choice Test Practice
-Envelope Group Activity
-Video Clips/Artistic Representations—Audience Effect Discussion
-IN-CLASS ESSAY #3-THURSDAY, OCTOBER 30TH
THURSDAY, OCTOBER 30TH—POETRY RESPONSE 11 DUE
-Major Works Data Sheet—Group Activity—Friday, October 31st
-Literary Criticism Research Paper Introduction—Monday, November 3rd
-Types of Literary Criticism
-Fairy Tale w/Literary Criticism
-Edgar Allan Poe—Psychoanalytic and Feminist Readings
-Student Sample of Literary Criticism Research Paper
THURSDAY, OCTOBER 6TH—POETRY RESPONSE 12 DUE
-Group Activity—Literary Criticism w/Given Short Stories
-Literary Criticism Research Paper Proposal—Due Monday, November 10th
-How to Read Nonfiction
-Literary Criticism Articles about The Scarlet Letter
-Computer Lab—November 12th, 13th—Research for Literary Criticism Paper
-Annotated Bibliography—Due Thursday, November 13th
THURSDAY, NOVEMBER 13TH—POETRY RESPONSE 13 DUE
-Documentation/MLA Review (Friday, 14th)
-Introduction to Satire
-Reading and Discussing Gulliver’s Travels—Parts 1 and 2 (in-class readings)
INFORMAL RESPONSE 16
-“Not an Adventure Story” Activity w/Satirical Evidence Chart
16
17
November
24, 25
THANKSGIVING
BREAKNOVEMBER
26-28
December
1-5
18
December
8-12
19
December
15-19
WINTER
BREAKDECEMBER
22-JANUARY
2
January 5-9
20
21
January 1216
THURSDAY, NOVEMBER 20TH—POETRY RESPONSE 14 DUE
-Computer Lab—Typing Research Paper (Friday, 21st) *This is the only
period dedicated to typing. There will be one for revising. The rest is out of
class.
-Literary Criticism Research Paper Rough Draft Due—November 25th
-A Closer Look at My Writing—Eliminating Wordiness—Rewrite Lesson
-Practice Wordiness in Your Writing (Previous In-Class Writing Used)
-Importance of Marker Verbs—Identify Marker Verb Vocabulary in Draft
-Informal Presentations—Literary Criticism Topic to Share
-Various New World Poems w/Discussion—INFORMAL RESPONSE 17
NO POETRY RESPONSE DUE THIS WEEK
-Writing Workshop-Peer Response on Essays (Revisions only) Monday, 1st
-Reading and Discussing Gulliver’s Travels by Jonathan Swift—Parts 3 and 4
(in-class readings)—INFORMAL RESPONSE 18
Author’s Purpose Activity
Video Clips—Scene Comparison Chunk Activity
THURSDAY, DECEMBER 4TH—POETRY RESPONSE 15 DUE
-Second Draft -Teacher/Student Conference (Monday, December 8th)
-Writing Workshop—Editing Correction Sheet/A Look at Sentence Structure
-Excerpts from Animal Farm by George Orwell—INFORMAL RESPONSE 19
-Satire in Canterbury Tales by Geoffrey Chaucer—INFORMAL RESPONSE 20
-Group Presentations
-Last-Minute Revising and Editing of Literary Criticism Research Paper
Computer Lab—Monday, 15th—Proofreading Focus/Syntax, Diction, Vocab.
-Winter Poetry and Discussion
-Review for Midterm
-Midterm Exam (Multiple Choice/Essay)
-Research Paper Final Draft Due—December 15th
(Students will receive Frankenstein by Mary Shelley to begin reading.)
Welcome Back!
-Begin Frankenstein Discussions/Dialectical Journal Part 1 Due January 5th
-Gothic Literature vs. Pop Culture
-Character Analysis—Quote Evidence—Rates of Evil
-“Stemming the Debate” article
-Video Clips/Artistic Representations—Comparison/Contrast—Chunk
Writing Activity
THURSDAY, JANUARY 8TH—POETRY RESPONSE 16 DUE
-Literary Criticism Article—Class Discussion
- Conclude Frankenstein Discussions/Dialectical Journal Part 2 Due Jan. 12th
-Victor Frankenstein—“Learn from me…” Quote Analysis/Theme—Group
Activity and Presentation
-Nature Vs. Nurture/Justice vs. Injustice Discussion
-Multiple Choice Practice
THURSDAY, JANUARY 15TH—POETRY RESPONSE 17 DUE
-Dangerous Knowledge—Inner/Outer Circle (Fishbowl Discussion)
-IN-CLASS ESSAY #4-FRIDAY, JANUARY 16TH
22
January 2023
MLK DAYJANUARY 19
23
January 2630
24
February 26
25
February 913
26
February
17-20
PRESIDENT’S
DAYFEBRUARY
16
27
February
23-27
28
March 2-6
-College Application Essay #2 Discussion—Prompt Approval Due January
23rd
-Major Works Data Sheet—Group Activity—January 20th, 21st
-Francis Bacon Essays/Age of Reason Conclusion—INFORMAL RESPONSE 21
THURSDAY, JANUARY 22ND—POETRY RESPONSE 18 DUE
-Compare/Contrast Activity—Bacon vs. Today
-Comparing Texts-Part 1—Across Time Periods (Theme Discussion)
-Group Activity
Comparison 1-Macbeth/A Raisin in the Sun
Comparison 2-Frankenstein/The Scarlet Letter—INFORMAL RESPONSE 22
THURSDAY, JANUARY 29TH—POETRY RESPONSE 19 DUE
-PRACTICE COLLEGE APPLICATION ESSAY #2—DUE JANUARY 30TH
-Comparing Texts—Part 2-Across Genres (Theme Discussion)
Comparison 1—Doctor Faustus—play/Paradise Lost—poem
Comparison 2-Ethan Frome—novel/”A Rose for Emily”—short story
INFORMAL RESPONSE 23
THURSDAY, FEBRUARY 5TH—POETRY RESPONSE 20 DUE
-Presentations for Comparing Texts
-Comparing Texts—Part 3—How Are They Connected?
-Group Activity Continued—Envelope Surprise
-Shakespeare Origin Activity
THURSDAY, FEBRUARY 12TH—POETRTY RESPONSE 21 DUE
CONNECTIONS TEST—FRIDAY, FEBRUARY 13TH
-Tackling Difficult Prose—Strategies Discussion
-Reading, Annotating, and Discussing Excerpts from Moby Dick by Herman
Melville-INFORMAL RESPONSE 24—Discussion Monday, February 17th
-Difficult Texts—Group Activity (in class readings)—Passages Include: The
Sound and the Fury by William Faulkner, Crime and Punishment by Fyodor
Dostoyevsky, Heart of Darkness by Joseph Conrad-INFORMAL RESPONSE 25
THURSDAY, FEBRUARY 19TH—POETRY RESPONSE 22 DUE
-OUT-OF-CLASS ESSAY #2—PROMPT DISCUSSION—MONDAY, FEBRUARY
23RD
-Tackling Difficult Poetry—Strategies Discussion
-Reading, Annotating, and Discussing Excerpts from The Faerie Queene by
Edmund Spenser—INFORMAL RESPONSE 26
-Difficult Texts—Group Activity (in class readings) The Divine Comedy by
Dante Aligheiri and Paradise Lost by John Milton—INFORMAL RESPONSE 27
THURSDAY, FEBRUARY 26TH—POETRY RESPONSE 23 DUE
Epic Poem—Chunk Activity (Beowulf) and Practice Multiple Choice Test
-OUT-OF-CLASS ESSAY #2—DUE MONDAY, MARCH 2ND
-Review of Types of Essay Questions
-Essay Question Breakdown
-Anchor Paper Review/Out-of-Class Essay #2 Revise and Second Draft
-Grading Anchor Papers-Peer Comparisons
(Students will receive Kite Runner by Khaled Hosseini to begin reading.)
THURSDAY, MARCH 5TH—POETRY RESPONSE 24 DUE
29
March 9-13
30
March 1618
TEACHER PDMARCH 19, 20
31
March 2327
32
March 30April 2
GOOD
FRIDAY-APRIL
3
SPRING
BREAK-APRIL
6-10
33
April 13-17
34
April 20-24
35
April 27May 1
36
May 4-8
37
May 11-15
38
May 18-21
PROJECTED
LAST DAYMAY 21
-Multiple Choice Practice
-MC Questions—Group Activity—“Why the Others are Wrong”-One Passage
Per Day
THURSDAY, MARCH 12TH—POETRY RESPONSE 25 DUE (Last Poetry
Response!)
MULTIPLE CHOICE TEST—FRIDAY, MARCH 13TH
-Begin Kite Runner Discussions/Dialectical Journal Part 1-Due March 16th
-Contemporary Literature Discussion
-Human Rights Discussion
-Character/Quote Analysis Activity
-Continue Kite Runner/Dialectical Journal Part 2—Due March 23rd
-Companion Texts and Connections
(“A Poison Tree” by William Blake, "Change" by Letitia Elizabeth Landon)
-The Use of Irony/Effects of Irony
-Conclude Kite Runner/Dialectical Journal Part 3—Due March 30th
-Kite Runner movie clips—Writing Chunk Comparison
-Inner/Outer Circle (Fishbowl Discussions)
-A Thousand Splendid Suns by Khaled Hosseini/Passage Analysis
-What Our Generation Can Learn-Social, Cultural, Historic Values—Chunk
Writing Activity—Argumentative Writing (Class Difference in Kite Runner)
IN-CLASS ESSAY #5—THURSDAY, APRIL 2ND
-Poetry Reinforcement w/Analysis Discussion
-Reading, Annotating, and Discussing “The Facebook Sonnet” by Sherman
Alexie—Diction/Tone Discussion
-“Worlds” by Richard Wilbur—Diction, Tone, Juxtaposition—INFORMAL
RESPONSE 28
-“Sonnet V” by Seamus Heaney—Diction, Complex Relationships
-“Southern Cop” by Sterling Brown—Rhetorical Triangle, Irony
-“Ode to a Nightingale” by John Keats—Theme
-“The Man He Killed” by Thomas Hardy—Syntax—INFORMAL RESPONSE 29
-“I Can Argue Anything” Activity—Before and After Class Reflection
-Envelope Group Activity
-Group Activity—Review Lessons for Critical Vocabulary
IN-CLASS ESSAY #6—FRIDAY, APRIL 24TH
-Major Works Review (Scarlet Letter, Frankenstein, Kite Runner)
-Poetry Project for Major Works—Poem for Last Response—INFORMAL
RESPONSE 30
-Group Presentations w/Literary Criticism
-Last-Minute AP Practice (Multiple Choice Activity) w/Analogy Review
-Wrap-up of Strategies and Tips
!!WEDNESDAY, MAY 6TH-AP LITERATURE AND COMPOSITION TEST!!
-Final Inner/Outer Circle Activity (Fishbowl Discussion)
-Cover Letter/Resume Practice/Lab Days (May 14th, 15th)
-Final Connections Activity
-Study Skills/Strategies for College
-Class/Teacher Evaluations
-CONGRATULATIONS AND GOOD LUCK!
In-Class/Out-of-Class Essays:
The primary purpose for these frequent essays is for students to give a convincing and logical
extended interpretation of the literary work. Students may discuss structure, style, themes,
literary elements, social or historical aspects, etc. and must use textual evidence to prove
claims. In-Class and Out-of-Class Essays will be randomly chosen by the teacher to be revised
(with and without peer assistance) and drafted a second time in order for students to use the
writing process to improve their writing.
Research Paper:
Students will create a well-developed five-page research paper that includes a thesis and an
extended analysis of a work discussed during the first semester. The paper will include 3-5
critical articles that support the thesis and will include 3-5 examples of specific textual
evidence. Students will use the writing process (planning, organizing, drafting, revising, and
editing) and will have frequent opportunities for both peer workshops and instructor
conferences. Students will be expected to use wide-ranging vocabulary, including appropriate
marker verbs and necessary transitions. During the student/teacher conference, organization of
the paper will be a focus to ensure the paper maintains a logical structure. The research paper
will receive the most points of any single assignment because of the numerous steps involved in
the process. Evidence of writing growth should be clear through drafts and in comparison to the
final piece.
Homework:
Unfortunately, we just cannot cover, explain, practice, read, and write what is required for AP
Literature and Composition during a school period. Therefore, homework is not optional, and
planning and time management are necessary. I have provided you with several calendar dates
to help guide you. You are more than welcome to read ahead. Homework will include, but is
not limited to, annotations while reading, writing about the readings in response papers, and
dialectal journals.
Feedback:
Feedback will be given often through various activities (e.g. student-based and teacher-based
workshops and comments on essays and other writings). If you wish to meet in an after-school
conference, this will need to be scheduled at least a week in advance. There might be
opportunities during class to discuss your grades, evaluations, and concerns; however, these
instances will be on a situational basis. Feedback about paper proposals will also be given to
help guide studies, but it is the student’s decision to implement the suggestions.
Extra Credit:
There will be a few opportunities for extra credit throughout the year, and it is in the form of
bonus questions found on tests. These questions will be academic and based on the
content/purpose of the assessment. Extra credit will not exceed 2% of the student’s overall
grade.
Grade Distribution: (100% Total)
Formative Assessments (25% of Overall Grade)






Reader Responses
Homework
Presentations
Major Works-Dialectical Journal/ Data Sheets
Inner/Outer Circle Discussions
Pop Quizzes
--Informal 10 pts.//Poetry 20 pts.
--Varies-10-50 pts.
--Varies-25-75 pts.
--Varies 50-75 pts.
--40 pts.
--Varies-10-50 pts.
Summative Assessments (70% of Overall Grade)





Tests
In-Class Essays
Out-of-Class Essays
Research Paper
Projects
--Varies-75-100 pts.
--100 pts.
--120 pts.
--150 pts. total (broken into sections)
--Varies 75-100 pts.
Participation (5% of Overall Grade)


Class Discussions
Bellwork
--10 pts. weekly
--10 pts. weekly
Grading Scale:
90-100
A
80-89
B
70-79
C
60-69
D
59 or lower
F
Academic Dishonesty and Plagiarism:
All persons involved in academic dishonesty will be disciplined in accordance with school regulations and
procedures. There will be consequences for plagiarism—even if you do not intend to cheat—by failing to
correctly indicate places where you are making use of the work of another. We will talk more about
citing sources throughout the year. See me for questions about citations if you are unsure how to cite a
source.