Student Syllabus



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AP ENGLISH 12

Woodland Hills High School


Mr. Clawson Rm. 110

clawja@whsd.net



Student Syllabus




Course Description

Students in this course are engaged in the careful reading and critical analysis of imaginative literature. Through close reading of selected literary works, they will develop critical standards for interpreting the effects writers create by means of the artful manipulation of language. To achieve these goals, students study individual works and their characters, action, structure, and language. They consider large-scale literary elements such as form and theme, and smaller-scale elements such as figurative language, imagery, symbolism, and tone. The writing assignments focus on the critical analysis of literature and include expository, analytical, and argumentative essays. If a student performed at the basic or below basic level on the reading or writing PSSA exam during 11th grade, this course is not recommended. This course prepares students to take the AP examination in Literature and Composition in May of the senior year.


Course Goals and Student Expectations
AP English students are expected to contribute to class everyday and be independent learners. A climate of learning is only made possible with cooperation and class participation. The class will be conducted as a seminar/meeting. AP English students should be prepared to read, write, and discuss literature every day. AP English students are capable and motivated students who want to learn.
Students will:


  • Attend class daily and participate in class discussions.

  • Study materials presented in class and in the readings.

  • Complete daily homework assignments requiring 40 - 60 minutes.

  • Pass quizzes and tests on content studied at a minimum of 75% mastery.

  • Complete one writing project on an outside reading each marking period.

  • Complete the Advanced Placement examination.

  • Research, write, and present the Senior Project (graduation requirement).

  • Use language and organize ideas in a clear, coherent, and persuasive manner.

  • Develop critical standards for the independent appreciation of prose and poetry in regard to meaning, structure, value, time period, and relationship to student experiences.

  • Explain ideas and themes presented in selected literature through discussion and writing.

  • Apply critical analyses through writing and speaking.

  • Write and revise critical and expository essays which discuss literature and poetry.

  • Write and revise compositions in response to interpretive exercises, activities, and class discussions to explain literary selections.

  • Participate in the Great Books Shared Inquiry oral discussions and written responses to interpretative questions.



Course Content by Unit




UNIT 1: THE SHORT STORY: SOCIAL AND HISTORICAL VALUES

TEXT: Dubliners, by James Joyce



Warriner’s Handbook: Holt 6th Course

AP English Literature and Composition Released Exam
OBJECTIVES:


  • Identify and characterize the narrator through an analysis of voice.

  • Draw inferences in the analysis of character by analyzing the language and tone of the narration.

  • Articulate how imagery, tone, and narrative technique can be used to reveal theme from reading and responding to Dubliners in writing.

  • Recognize in fictional prose the three elements of style: grammar, rhythm & sound, and diction and practice in sentence writing using a variety of sentence structures and styles referenced in Warriner’s Handbook: Holt 6th Course.

  • Interpret textual evidence and formulate a well-argued thesis based on close textual analyses of Dubliner’s structure, style (figurative language, imagery, symbolism, and tone), and social/historical values of early 20th century life.

ASSESSMENTS:




  • Write a timed in-class essay on style and imagery (sample AP exam prompt from AP English Literature and Composition Released Exam).

  • Peer assessment of timed essay response, as well as revision according to teacher feedback during student-teacher conferences, as well as large group instruction, for the 5-paragraph essay.

  • Write a 5-paragraph essay on a student selected story from Dubliners, which explicitly interprets the collection’s structure, style (figurative language, imagery, symbolism, and tone), and social/historical values of early 20th century life.

UNIT 2: SOCIAL AND CULTURAL VALUES PRESENTED THROUGH SATIRE

TEXTS: A Modest Proposal, by Jonathan Swift;

No Exit”, by Jean Paul Sartre.

The Canterbury Tales, by Geoffrey Chaucer

Warriner’s Handbook: Holt 6th Course

AP English Literature and Composition Released Exam
OBJECTIVES:


  • Identify and define the techniques employed by Swift, Sartre, or Chaucer for the use of satiric language in regards to the social/historical values of each literary era in this unit.

  • Analyze the universality of satirical themes presented in each unit text through the use of figurative language, humor, and irony to convey the social/historical values of the literary period represented by Swift, Sartre, and Chaucer.

  • Compare & contrast satirical themes in the literary works with modern rhetorical strategies in writing before and after student-teacher conferencing, large group teacher instruction, and peer revision of written compositions.

  • Argue for or against the relevance of the satirical piece through the analyses of the social/historical mores through timed in-class writing (sample AP prompt from AP English Literature and Composition Released Exam).

  • Analyze and use textual support to judge the satirical work’s artistry and quality.

  • Edit and revise timed in-class writing through peer editing and instructor feedback for the purpose of writing a well argued thesis.

ASSESSMENTS:



  • Develop a thesis that judges the satirical work’s artistry and quality.

  • Write a timed in-class essay that explains and judges the artistry and quality of the satirical piece, and argue its relevance to modern rhetorical devices (sample AP prompt from AP English Literature and Composition Released Exam).

  • Peer edit and revise sample AP essay according to student-teacher conferencing, large group teacher instruction, and teacher written suggestions from drafts.

  • Revise and edit the in-class essay into a formal extended 5-paragraph analytical essay that evaluates the techniques employed in the use of satiric language.

  • Orally present and retell a student-selected passage from one of the unit’s satires that employs satiric language in the context of a modern setting.


UNIT 3: TRAGEDY
TEXTS: Beowulf, Anonymous;

Hamlet, by William Shakespeare

Warriner’s Handbook: Holt 6th Course

AP English Literature and Composition Released Exam
OBJECTIVES:

 Identify and define new vocabulary through the Shakespearian Insults activity.



  • Practice writing these insults using Shakespearian vocabulary in various sentence structures.

  • Match Shakespearian vocabulary with modern vocabulary.

  • Develop knowledge of subordinate and coordinate clauses through teacher instruction, written practice, and group discussion.

  • Discuss teacher feedback and instruction and revise these insults utilizing a variety of sentence structures, including the use of subordination and coordination.

  • Perform Shakespearian insults by writing Shakespearian soliloquies.

  • Complete a character analysis by examining the actions and words of the characters.

 Graph the complication and explication of the plots and subplots.

 Articulate universal themes that are common to great tragedy.



  • Evaluate plot, character, theme, and language as elements of tragedy.

  • Rewrite one section of Beowulf and Hamlet into modern English.

ASSESSMENTS:



  • Perform Shakespearian soliloquies using newly learned vocabulary, sentence variety, and subordination and coordination.

  • Complete unit vocabulary test.

  • Complete grammar exam on complex sentences: subordination and coordination.

  • Create and write a modern prose soliloquy that is evaluated for the use of unit vocabulary, a variety of sentence structures, and subordination/coordination.

  • Re-write one section of Beowulf into a modern epic poem.

 Complete an analytical reading log, which addresses the social and historical values of the time period,

  • Compare/contrast Beowulf to a modern hero of their choice and write an analytical response that evaluates your choice utilizing peer revision of first drafts.

  • Orally present and retell a student-selected passage from one of the unit’s satires that employs satiric language in the context of a modern setting.

 Write a character analysis and memorize one soliloquy spoken in any act.
UNIT 4: MODERN DRAMA
TEXTS: The Doll’s House, by Henrik Ibsen

Fences, by August Wilson

Warriner’s Handbook: Holt 6th Course

AP English Literature and Composition Released Exam
OBJECTIVES:
 Complete a character analysis by examining the words, thoughts, and actions of the characters.

 Define and argue, for or against, illusion vs. reality in the plays through an examination of the subtleties of language.

 Identify and discuss the author’s use of motif, symbolism, tone, imagery, and irony.


  • Classify the components and break down the logical organization of the multi-paragraph essay (Warriner’s Handbook: Holt 6th Course).

  • Discuss the importance of essay introductions and the significance of thesis statements through teacher’s large group instruction and samples from student writing.

  • Revise introductions according to peer editing, student-teacher conferences, and written teacher comments from drafts utilizing the PA Writing Assessment Standards Rubric.

  • Develop an awareness of introductory sentences – the hook.

  • Explain the importance of logical body paragraph organization in the essay through teacher instruction and peer revision before writing the final copy of the multi-paragraph essay (Warriner’s Handbook: Holt 6th Course).

  • Apply knowledge of topic sentences, paragraph organization, and transition sentences by writing and revising body paragraphs before writing the final copy of the multi-paragraph essay.

  • Emphasize the significance of the conclusion – the clincher – by developing an awareness of coherence, transition, and emphasis/focus including rephrasing the thesis statement, summarizing main points, and ending strongly in an essay.

  • Practice the process of writing and revising the drafts of the multi-paragraph essay (at least 3 drafts) utilizing teacher instruction and comments, as well as peer revision and editing.

  • Apply teacher and peer comments from revision and write the final copy of the multi-paragraph essay.

  • Evaluate final copy of the essay, address any questions or problems regarding logical organization of the essay, the thesis statement, and whether or not revision strategies/comments improved the final copy.

ASSESSMENTS:




  • Complete a peer revision worksheet – attached to each draft of the multi-paragraph essay that focuses on content, logical organization of ideas, style (subordination and coordination), and grammar mechanics appropriately, as well as unit vocabulary.

  • Complete a written annotated reading log that focuses on the author’s use of motif, symbolism, tone, imagery, and irony in modern drama.

  • Compose several drafts and revise the multi-paragraph essay according to teacher instruction/feedback and peer revision; evaluate or argue for either theme: illusion vs. reality from either The Doll’s House or Fences, utilizing a critical essays on the play for illustrative, specific support of the thesis statement.


UNIT 5: THE NOVEL
TEXT: The Stranger, by Albert Camus

Myth of Sisyphus, by Albert Camus


Native Son, by Richard Wright

Warriner’s Handbook: Holt 6th Course

AP English Literature and Composition Released Exam
OBJECTIVES:


  • Explore the modern philosophies of Existentialism and Absurdiism in the novels paying attention to how the author uses a balance of generalization and specific, illustrative detail to illustrate these philosophies.

  • Articulate the various themes of the novels.

  • Define unit vocabulary and write compositions utilizing the unit vocabulary with a variety of sentence structures (including subordination and coordination) to increase vocabulary and grammar skills (Warriner’s Handbook: Holt 6th Course).

  • Identify, define, and explicate examples of the following rhetorical devices: simile, metaphor, personification, apostrophe, metonymy, allegory, symbol, paradox, hyperbole, understatement, irony, and illusion.

  • Discuss how people generalize one another according to stereotypes and how the unit’s authors may or may not stereotype these characters accordingly.

  • Develop an awareness of how authors balance generalization and specific details in writing through literary analyses and classroom discussion.

  • Apply a balance of generalization and specific details in writing through teacher instruction/feedback from multiple drafts of the analytical essay on existentialism vs. absurdism.

ASSESSMENTS:




  • Unit exam on new vocabulary and grammar skills.

  • Develop a thesis that evaluates the novel’s artistry and quality.

  • Write a timed in-class essay that explains and evaluates the artistry and quality of the novel, and argues its relevance towards modern 21st century issues (sample AP prompt from AP English Literature and Composition Released Exam).

  • Written revision of the sample AP essay according to teacher instruction, comments and peer revision.

  • Revise and edit the in-class essay into a formal extended multi-paragraph analytical essay that evaluates and discusses how people stereotype one another and how the unit’s authors stereotype these fiction characters accordingly.

  • Write and revise an outside-of-class essay illustrating how the themes of the novel are examples of existentialism or absurdism using a balance of generalization and specific, illustrative detail from Native Son and The Stranger as support (at least 3 drafts that utilize teacher comments and peer revision comments).


UNIT 6: POETRY
TEXT: Norton Literature: 8th ed. (various poems)

Sound and Sense: Perrine Publishing

Warriner’s Handbook: Holt 6th Course

AP English Literature and Composition Released Exam
OBJECTIVES:


  • List the unique features of poetic language.

  • Identify the speaker, audience, setting in time and place, and the central purpose of the poem.

  • Choose words for their connotations as well as denotations.

  • Analyze the effectiveness of poetry that conveys experience through the use of sensory imagery.

  • Distinguish between "total meaning" and "prose meaning" in poetry.

  • Apply logical organization enhanced by techniques to increase coherence such as repetition, transition, and emphasis in poetry.

  • Identify, define, and evaluate the effectiveness of alliteration, assonance, consonance, rhyme, and refrain (Sound and Sense: Perrine Publishing).

  • Scan lines of poetry to determine poetic foot and type of line (Norton Literature: 8th ed).

  • Define and recognize blank verse.

  • Evaluate pairs of poems by arguing how sound devices relate to the central purpose.

  • Define and identify examples of standard form, continuous form, fixed form, and sonnet.

  • Evaluate pairs of poems based on language, purpose, and relationship of sound to sense.

  • Discuss the effective use of rhetoric, controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure in large group teacher led instruction.

  • Apply tone in student-generated poems after teacher instruction and small-group student led discussion activity.

  • Compose in writing and perform selected poems orally for the purpose of establishing and maintaining voice in poetry.

  • Practice diction and sentence structure through revision of in-class writing (sample AP prompt from AP English Literature and Composition Released Exam).

ASSESSMENTS:




  • Teach a poetry lesson to the class that clearly displays the effective use of rhetoric, controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through poetic devices (symbolism, metaphor, simile, rhyme, and rhythm) including diction and verse/sentence structure.

  • Using a sample poem from the AP exam, write an in-class timed analysis arguing how the poem’s organization and poetic techniques of repetition, transition, and emphasis are essential to interpreting the poem’s imagery (sample AP prompt from 2004 AP English Literature and Composition Released Exam).

  • Revise second draft according to written teacher instruction/feedback on student drafts and peer revision comments done in small groups or pairs.

  • Compose final draft utilizing teacher feedback and peer revision comments.


UNIT 7: RESEARCH WRITING UNIT – SENIOR PROJECT
TEXT: MLA Handbook For Research Writers

Warriner’s Handbook: Holt 6th Course

Student Research sources
OBJECTIVES:


  • Research, write, and present the Senior Project (graduation requirement).

  • Identify a topic of interest to research.

  • Develop a thesis statement that can be researched, analyzed, argued, and supported by expert critical sources for the purpose of writing a 5-8 page research paper.

  • Use language and organize ideas in a clear, coherent, and persuasive manner.

  • Discuss and explain the effective use of rhetoric, controlling tone, establishing and maintaining voice, and achieving appropriate emphasis through diction and sentence structure before and after teacher instruction by writing note cards.

  • Develop logical organization skills utilizing MLA Format in a Sentence Outline to increase student awareness of the topic’s coherence, repetition, transitions, and emphasis of ideas and research details.

  • Apply a balance of generalization and specific, illustrative details using MLA format to cite research through several written drafts before and after teacher instruction and peer revision of writing.

  • Present and provide a 20 minute timed presentation with the option of several visual aids.

ASSESSMENTS (PA Writing Assessment Rubric):




  • Preliminary written topic proposal and thesis statement followed by teacher feedback and comments.

  • Write specific, illustrative details from research sources using a minimum of 20 Note cards following MLA Guidelines (MLA Handbook For Research Writers).

  • Develop research into a formal sentence outline following MLA Format (MLA Handbook For Research Writers).

  • Compose several drafts of 5-8 page research paper utilizing peer revision and teacher feedback and instruction on MLA formatting guidelines before and after each draft.

  • Revise drafts to achieve the perfect final copy of the 5-8 page research paper.

  • Demonstrates effective use of rhetoric, tone, voice, diction, and sentence structure appropriate for a formal research paper.

  • Develop and write an outline for a speech that persuades, explains, and argues the Sr. Project focus/thesis during a timed 20 minute student presentation.


The Senior Project is a graduation requirement. It is based on a self-selected topic; however, all projects must be academically challenging and intellectually rigorous. The project requires a written and detailed proposal. Parents/guardians must approve the project. Once the proposal is granted, the research process begins. The end product must meet the academic standards for Language Arts and the requirements of this project.
The Senior Project will be an ongoing assignment throughout the year. Students are required to conduct independent research and write the drafts of this project outside of class. Students will hand in components of the project at various stages throughout the school year. The Senior Project will be a major part of each six-week grading period. It will also make up the mid-term and final grade for this course (see the Senior Project Unit Plan for details and due dates).

Plagiarism Policy
Students, who plagiarize the Senior Project, or any other assignment, will automatically receive a zero. A discipline report will also be issued for any incident of plagiarism. Remember that guidance counselors write recommendations for college admissions and scholarship awards. Parents/guardians will be notified immediately.


Student Evaluation/Assessment

Students will earn their grades based on the following methods of assessment:



  • Reading selection quizzes and tests

  • Written assignments/special projects

  • Essays written in response to sample AP examination questions

  • Oral Presentations

  • Class Participation

  • Large and small group discussion

  • Senior Project

A straight point system will be used. Students must maintain a minimum of 75% to remain in AP English. Student scores are calculated by the following formula:


[Student’s number of points / the total number of points assigned = % grade]
The Woodland Hills School District grading system is:
90-100% = A

80-89% = B

70-79% = C

60-60% = D


AP courses are weighted courses. Students receive weighted credit only if the grade is an “A” or a “B”. If an “A” normally yields four points in a non-AP course, an “A” in an AP course yields five points. This ultimately affects the student QPA calculation.
Homework & Classroom Policies
Student learning is directly correlated to the amount of time spent on learning. AP English students are very busy students. A short writing assignment or quiz will be given without notice to check for understanding of the readings and to initiate discussion of the literature. AP English students are often excused from class to attend college visitations, field trips, and GATE programs. The following procedures for absences are in effect:


  • If you are absent due to illness, you have one day from your return to class to make up the assignment for full credit.

  • If you are present on the day of a test or a timed writing, you are expected to take the test or to write the essay on the assigned day, regardless of an absence (excused or otherwise) during the interim.

  • If you are excused from class for a college visitation, GATE program, or a special field trip, you are expected to inform me of the absence two days in advance of the absence. You are expected to have your assignments completed and submitted on the due date if you are present in school. Assignments can be submitted in the morning before homeroom period. If you are absent on the due date of an assignment, you must submit that assignment on the day that you return to school.

  • If you are absent on the day in which a test is given, you must arrange to make up the test within a week of your return to class. If the test has not been made-up within the week, you will receive no credit for the test.


Due dates/Deadlines
AP English students are expected to complete all assignment on the due date. College does not allow students extensions on assignments. In order to receive full credit for an assignment, students must turn the assignment in on the date it is due. Students loose 10%/day on late assignments. The deadline is the last day an assignment can be submitted for partial credit. Assignments will not be accepted after the deadline. No credit will be given for incomplete assignments. Students will always know the due date and the deadline for an assignment.

Oral Presentations must be presented on time. We cannot hold the whole class up because a student is not prepared to give an oral presentation. All oral presentations are scored. Students, who are not prepared to present, will receive no credit for the assignment. If a student is absent for an oral presentation, a make up date will be arranged.



Primary Course Materials

Students will be developing a study guide as we participate in the course. The study guide will be a three-ring notebook/binder. All students are required to obtain a three-ring binder. The contents will include, but are not limited to the following:



  • Class notes

  • Glossary of literary terms

  • Reviews of basic rules for writing conventions, grammar, and punctuation

  • Sample AP examination questions and responses

  • AP examination and diagnostic tests

  • A list of favorite literary quotes and responses to those quotes

  • Reading logs

  • Creative writing – poems, personal essays, and narratives

  • Evaluation rubrics

Students are responsible for bringing the following materials to class every day:



  • Pen/Pencil

  • Textbook

  • 3-Ring Binder



Primary Literature Selections




  • Beowulf (Signet Classics) by Anonymous and Burton Raffel (Paperback - Sep 1, 1999)

  • The Stranger by Albert Camus and Matthew Ward (Paperback - Mar 13, 1989)

  • Dubliners (Penguin Modern Classics) by James Joyce and Terence Brown (Paperback - Feb 3, 2000)

  • Hamlet (Folger Shakespeare Library) by William Shakespeare (Mass Market Paperback - Jul 1, 2003)

  • Sound and Sense: An Introduction to Poetry by Laurence Perrine and Thomas R. Arp (Paperback - Sep 1991)

  • No Exit and Three Other Plays by Jean-Paul Sartre (Paperback - Oct 23, 1989)

  • Native Son (Perennial Classics) by Richard A. Wright (Paperback - Aug 2, )

  • The Dolls' House by Rumer Godden (Paperback - Nov 3, 2006)

  • Fences by August Wilson (Paperback - Jun 1, 1986)

  • The Canterbury Tales (Penguin Classics) by Geoffrey Chaucer and Nevill Coghill (Paperback - Feb 4, 2003)

  • 1984 (Signet Classics) by George Orwell and Erich Fromm (Mass Market Paperback - Jul 1, 1997)

  • Pride and Prejudice (Bantam Classics) by Jane Austen (Mass Market Paperback - Dec 1, 1983)

  • The Norton Anthology of English Literature (Single-Volume 8th Edition) by Stephen Greenblatt (Paperback - Mar 15, 2006)



Supplemental Materials and Suggested Reading List



Required Outside Readings


  • Students are required to independently read one assigned thematic outside reading per unit of study.

  • Some essay questions are selected from Advanced Placement exams given in previous years.

  • Students will read and write annotated reading logs of analytical essays written to critique the selected novel.

  • Students must support written responses with quotes from critical essays with references back to the novel.

  • Student essays must be structured with an introduction, supporting details, and conclusion.

  • Students must include a thesis statement in the introduction; the conclusion contains evidence addressed specifically to the thesis statement.


Suggested College-Bound Reading List:


  • A Clockwork Orange, A. Burgess

  • As I Lay Dying, W. Faulkner

  • The Piano Lesson, A. Wilson

  • Brave New World, A. Huxley

  • Their Eyes Were Watching God, Z. Hurston

  • Othello, W. Shakespeare

  • The Twelfth Night by W. Shakespeare

  • Wuthering Heights, E. Bronte

  • A Lesson Before Dying, E. Gaines

  • The Awakening, K. Chopin

  • A Tale of Two Cites, C. Dickens

  • Free choice [students must submit the book for approval]



Acknowledgement
The classroom instructor reserves the right to modify/change the content of this syllabus to meet classroom and student needs. Keep this syllabus in your binder. I will ask for it!
Please write your signature below to indicate that you have read and understood the student expectations, the class procedures, and the course requirements.

Student signature: ______________________________ Date: _______




Parent/Guardian signature: ______________________________ Date: ________

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