Advanced Placement English 2Literature and Composition

Syllabus

Course Overview: Advanced Placement 2 focuses on world literature selections, predominantly those from American and British authors, but includes writers from other countries as well. Students will engage in seminar discussion, write extensive essays, and improve their use of syntax, vocabulary, sentence structure, logical organization, rhetoric, tone and student voice. They will have opportunities to write poetry applying literary techniques such as figurative language based on their studies of that genre. The course progresses chronologically from the Old English Period (Beowulf) to the present (Beloved/Grendel) and addresses a variety of literary genres. Students in this course are required to take the AP English Literature and Composition Exam offered in May. Students do not need to have taken Advanced Placement 1 to enroll in this course.

Students are required to keep a dialectical journal as they read the work. Focus not only on plot, character, setting, and point of view, but also on atmosphere, theme, style and conflict. Ask questions in your journal about structure, style, theme, social/historical values, figurative language, symbolism, imagery and tone. (“Why didn’t this character just say thus and thus?”) Say why you liked or disliked a particular work.

Students will develop their critical reading skills by asking questions: What conflicts does the work raise, how do conflicts in one work connect to other works thematically, what expressions develop character? Focus on a pivotal scene. Examine the style of the particular passage: how do the words, figurative language, imagery, details, or syntax contribute to the development of a character or to the author’s meaning? Most, if not all, major literary works include an Essential Question that the instructor has designed to help students formulate journal responses as a way to facilitate understanding, stimulate discussion, and provide focus for essay responses.

Advanced Placement is not about becoming an English major. It is not solely about preparing for the exam. It is a course that exposes students to a wide variety of reading and writing opportunities so that they can succeed in any course and so that they can make a place for reading as an enjoyable activity in their lives. Students should think of this class as a workshop – a safe place to try various writings and tie personal experiences to larger cultural experiences present in literature.

Course Requirements: First and foremost, hard work on the part of the individual, and careful reading and discussion on the part of the class is expected.

Reading Assignments: Students must read every assignment carefully. Some works require more time than others so plan accordingly.

Writing Assignments: Each student will write a variety of formal and informal critical, analytical and creative papers responding to a reading assignment. All papers must be typed, double spaced, in a readable 12 pt font. Close reading analysis papers are routine with each major work totaling approximately eighteen responses. Each student will compose original poems.

Senior Project: Students will choose a topic of study to research and analyze. There are three parts to the project. First, they will write an 8 to 10 page paper using a variety of sources with correct MLA citations. Second, they will complete a product relating to their area of research. Students are encourages to tie their product to the community. This can be something tangible such as a shed or public service campaign, an event such as a fundraising event for a local charity, or a journal or booklet. Finally, students will complete a PowerPoint presentation on their topic to be delivered in front of their class.

In Class Writing, Quizzes and Exams: In class writings will be based on AP examination questions. These will be used as a learning process. You will receive feedback from me and your peers so you can track your progression as a writer. Quizzes will not always be announced ahead of time. As long as you

have completed the assigned reading, you will find them relatively easy. At times, there will be both essay and open response style exams that ask students to synthesize in formation on a work(s) read.

Vocabulary: The instructor will assign literary terms listed in the glossary section of the Literature text. There will be 25 to 30 vocabulary terms per term. Students will be responsible for knowing and finding examples of these terms as we read. Students are expected to integrate these terms in their writing throughout the year, as appropriate. In addition, we will expand our vocabulary by examining word origins and word changes by completing a variety of vocabulary exercises in Word Study Resource (Maple Level).

Portfolio: Each student is responsible for maintaining a writing portfolio containing all writing completed during the course.

Oral Presentations: Students are expected to deliver oral presentations on poetry selections. Some poems are assigned while others are chosen by the student (with instructor permission.)

Style/Grammar: Students will review and practice various grammar and usage challenges including but not exclusive of modifier placement, verb tense, and choosing correct words.

Grading: 70% (tests: all in class and other essays and oral presentations) 20% (quizzes: reading and vocabulary) 10% (homework)

School wide rubrics will be used for grading writing and oral presentation assignments.

Writing RubricEssay Criteria 90+(9) (8) 80+ (7) 70+ (6) 60+ (5) (4) 50+ (4) (3) (2)

(1) Teacher comments

Student goals

Thesis statement : Expressed or implied; logically connected to content.

Expresses or implies the writer’s attitude toward the subject; identifies the writer’s direction or specific strategies (narrative, poetic, argumentative); has a clear focal point that is developed consistently in the essay.

Expresses writer’s attitude with some specifics; thesis statement is developed somewhat in the essay.

States facts; expresses writer’s attitude but lacks specifics; minimal development of thesis statement in the essay.

Is unclear; states facts; inconsistent or inaccurate development of thesis statement.

Is absent or is not logically implied.

Details, specificity, examples : Expand clearly upon the thesis statement; are supportive of it.

Accurate supporting details explain position; supported with integrated quotations, if necessary; details developed accurately.

Some support integrated; some supporting details developed; some details not developed accurately.

Paraphrased summarized; details not developed ; details not connected to thesis statement or focus point; some inaccuracies in supporting examples.

Details and illustrative examples missing or undeveloped; several inaccuracies in supporting examples.

Superficial or inadequate support; inaccuracies obscure the writer’s purpose.

A nalysis : After identifying details, diction, allusions, poetic devices, or narrative techniques, as appropriate, the writer steps back and asks, “So what?”

Establishes how the examples relate to the particular strategy, theme, or tone; considers all sections of the work in responding.

Offers examples but does not fully integrate their purpose.

Examples listed rather than explained.

Examples do not relate to the thesis statement; student merely summarizes.

Examples do not relate to the thesis statement and are unrelated pieces of information.

Organization : Logical presentation of ideas; uses appropriate transitions.

Ideas are introduced and developed logically and sensibly; writer incorporates transitional devices that create coherence.

Ideas presented somewhat clearly; some transitions lacking.

Somewhat disorganized; necessary transitions lacking or are inappropriate.

Ideas not clearly or logically presented; no transitions.

Disorganized.

Style : Mature, insightful comments; uses appropriate rhetorical strategies to address the audience; demonstrates understanding of grammatical concepts.

Conveys writer’s voice; conveys awareness of audience by using appropriate language and syntax.

Some awareness of audience exhibited through language and syntax; less subordination of ideas.

Style is immature; uses choppy sentences, inappropriate language; little awareness of audience.

Fragments, choppy sentences, run- ons, inappropriate language; little syntactical control; little or no awareness of audience

No syntactical control; no awareness of audience.

Conventions : Employs Standard Written English; follows grammar and usage rules; adheres to correct spelling, punctuation, and mechanics.

No errors in placement of modifiers or in subordination; no spelling, punctuation, or mechanical errors; writer adheres to all grammatical constructs.

Some errors but none are pervasive.

Several errors; some sections of the essay are difficult to understand because of various kinds of errors.

Distracting errors.

The essay is unreadable.

Coherence : Adheres to topic; content developed with clarity; responds to the question.

Introduces topic; develops it, supports it logically, responds to the question fully.

Adheres to topic but could be clearer in explanations; responds to question adequately.

Responds to the topic for most of the essay; some off-topic areas; some unclarity.

Essay is off-topic and unclear; responds somewhat to the topic as a whole.

Incoherent.

Format : As applicable, work is double-spaced; font is 12-point Times New Roman, 1” margins; pages are correctly numbered.

Adheres consistently to format criteria.

Is inconsistent in one formatting area.

Is inconsistent in two formatting areas.

Is inconsistent in three formatting areas.

Does not adhere to format criteria.

Oral Presentation Rubric

Criteria 100 – 90 Advanced 89 – 80 Proficient 79 – 70 Developing

69 – 50 < Beginning

Teacher Comments

Student goals

Purpose Speaker skillfully establishes a clear focus, engages audience focus and demonstrates his or her understanding of the concept or question; that is later developed thoroughly

Speaker adequately establishes a clear focus, addresses the topic and answers the questions involved; demonstrates some awareness of audience and task

Speaker’s focus is somewhat unclear; some specifics lacking; student answers question in part, but not fully; demonstrates a limited awareness of audience and task

Speaker attempts to establish a purpose but fails; demonstrates little or no awareness of audience or task; fails to engage audience; fails to adhere to topic

Organization Speaker follows a beginning, middle, and end presentation; connects main

Speaker attempts to follow logical order with a beginning, middle and end; transitions are

Speaker attempts to follow logical order but beginning, middle or end is

Speaker does not follow logical order. No distinction between

ideas clearly; uses transitions that enhance understanding; speaker adheres to the time limit

generally present; speaker generally adheres to the time limit

out of sequence; transitions are seldom present; speaker seldom adheres to the time limit

beginning, middle and end; frequently off topic; lacks transitions; speaker disregards or ignores time limit

Content Speaker addresses all possible implications of the concept or question; main ideas are developed and are supported by details and examples effectively; presenter shows how the examples support the focal point; if pertinent, biographical and historical material is included to enhance meaning; presentation contains originality

Speaker adequately addresses the question or topic; some details omitted; some supplementary information pertinent to the topic is lacking

Some main ideas are not developed; presentation lacks creativity and uniqueness

Incomplete, summarized; no creative effort

Delivery

I. Language Usage

Speaker’s words are appropriate and correct; speaker pronounces words clearly and uses Standard English

Most words are appropriate; few errors in Standard English

Inaccurate vocabulary; incorrect pronunciation; does not use Standard English consistently

Inappropriate vocabulary throughout; Standard English lacking

II. Voice and Tone

Student speaks clearly and seems interested in topic; student addresses audience effectively, adjusting pace and volume; conveys a sense of “ownership” of topic (i.e., knows topic very well and is comfortable talking about it)

Some lapses in clarity; some difficulty with pace and volume and connecting to audience

Speaks clearly but does not adjust pace and volume; does not connect effectively with audience

Speaks unclearly without attention to pace or volume

III. Physical Expression

Speaker establishes genuine rapport with audience; makes eye contact; may involve audience by asking questions or asking for assistance; speaker dresses

Establishes rapport; dresses appropriately

Makes occasional eye contact; reads from notes without engaging the audience; dress or gestures detract from presentation

Fails to make eye contact; dresses inappropriately and is uninterested in engaging audience

appropriately to enhance the presentation

IV. Visual Aids

Speaker uses high quality audio, visual, or digital materials to enhance the presentation; handouts, if any, are clear; speaker uses the aids to support the presentation, does not merely read from them

Good quality aids enhance the presentation

Aids used are inadequate or used ineffectively

Does not use audio or visual aids to supplement the presentation

Summer Reading: Students are assigned three works for summer reading: Things Fall Apart by Chinua Achebe, Siddhartha by Hermann Hesse and The Kite Runner by Khaled Hosseini. Study guides are posted on the CCHS library webpage.

Final Thoughts: This course is about learning, not grades. I recognize that grades are important to a student; therefore, the grade in the class is based on the choices a student makes on application of effort, not just paper grades. This course is not only about rigor, but about personal responsibility and work ethic of you as a student. The course will be stimulating and demanding where a student can grow, interact and explore. Learning is a two way street; we will learn together.

Reading and Writing Schedule

Week 1: Introduction to course and The Kite RunnerNovel: The Kite RunnerEssential Question: How does Hosseini integrate the conflicts between Hazaras and Pushtans, Amir and Baba, Amir and Hassan? How does he connect these conflicts to one of the novel’s themes – reconciliation?

Essay: “Art, Postmodern Criticism, and the Emerging Integral Movement”

Informal Writing: Close Reading sheet on Kite Runner

Analyzing Literature (Perrine Chapter 1 pp.371-374)

Week 2: Poetry and Things Fall ApartNovel: Things Fall ApartEssential Question: How is Oknonkwo a tragic hero?Review Aristotelian and Shakespearean tragic hero characteristics.

Poetry: Robert Frost “The Road Not Taken” and “Mending Wall”

Essay: Laurence Perrine “The Nature of Poetry”

Interpretive Writing: Compare Frost’s “The Road Not Taken” and “Mending Wall” using evaluative questions from Perrine

Informal Writing: Close Reading sheet on Things Fall Apart

The Basics (Understanding and Evaluating Poetry---Perrine’s Ch. 1 and 2 pp.647 – 685)

Week 3: Poetry Poetry: Philips’ “Wish You Were Here” and Wilbur’s “The Writer”

Writing Workshop: Analyze Philips’ “Wish You Were Here” for dictionTeacher and peer feedback In class reading aloud of poetry with discussion of denotation and connotation.

Grammar: Syntax review (Sentence Composing for College, selected examples, pp. 2-6)

Denotation and Connotation (Perrine Ch. 3 pp.686 – 699)

Week 4: Poetry and SiddharthaNovel: SiddharthaEssential Questions: What is the difference between knowledge and wisdom? What are the basic premises of Buddhist thought? How do a person’s personal philosophic beliefs shape their identity and affect their actions?

Poetry: William’s “The Red Wheelbarrow” Whitman’s “A Noiseless Patient Spider”

Interpretive Writing: AP Exam Poetry Prompt from AP College Board from 2011 examTeacher and peer feedback

Informal Writing: Close Reading sheet on Things Fall Apart

Poetry: Imagery (Perrine Ch. 3 pp.700-713)

Major Project Term 1: Poetry Assignment Analytical Writing: Students will analyze one poem from the list below. Students will generate their own prompts for the assignment. They will write at least two typewritten pages (double spaced, 12-point, Times New Roman font, adhere to MLA Citations.)

“Blackberry Picking” by Seamus Heaney “The Author to Her Book” by Anne Bradstreet “Storm Warnings” by Adrienne Rich “To Helen” by Edgar Allen Poe

Weeks 5, 6 and 7: Poetry, Anglo Saxon Period (496–1066 AD)Novel: Beowulf

Essential Questions: What did Anglo Saxons view as heroic? Is a hero wholly admirable or can he be flawed? How does the character of Beowulf differ from the folk epic to the poem?

Poetry: “Beowulf” a poem by Richard Willbur“Century Quilt” by Marilyn Woniek“The Chimney Sweeper” by William Blake“Marks” by Linda Pushtan

“Before the Birth of One of her Children” by Anne Bradstreet

Interpretive Writing:Analyze “Century Quilt” by Marilyn Nelson Waniek. How do the poet’s literary techniques develop the complex meaning of the poem? Compare “The Chimney Sweeper” poems by William Blake.

Analyze the poems “Marks” by Linda Pastan and “Before the Birth of One of her Children” by Anne Bradstreet. How do the poems reflect the times in which they were written? Use your knowledge and experience to analyze each poem.

Informal Writing: Close Reading sheet on Beowulf

Creative Nonfiction: Janet Burroway’s “Embalming Mom”

Grammar: Beowulf sentence combining practice

Poetry: Figurative Language I (Perrine Ch. 5 pp.714-733)AP Multiple Choice Practice Questions

Beowulf Poetry Assignment:Part 1 Write a kenningPart 2 Create a collage for one of the main charactersPart 3 Write an eight lined poem mimicking the four beat line and caesura; include the kenning and an example of litotesPart 4 Read your poem as you display your collage in class

Week 8: GrendelNovel: Grendel Essential Questions: Why do we feel more sympathy for Grendel in the novel? What significance does the novel’s structure have?

Poetry: “Daedulus, Fly Away Home” by Robert Hayden and “The Waking” by Theodore Roethke.

Analytical writing: Timed writing using AP poetry free response question from 2010 exam

Interpretive Writing: Analyze the poems “Daedulus, Fly Away Home” by Robert Hayden and “The Waking” by Theodore Roethke.

Informal Writing: Close Reading sheet on Grendel

Weeks 9 and 10: Middle English (1066-1500) and The BalladDrama: Everyman (in Beginnings of English Literature)

Short Story: “Sir Gawain and the Green Knight”

Excerpts: Canterbury Tales by Geoffrey ChaucerEssential Questions: How did the concept of a hero change from the Anglo Saxon Period to the Medieval Period? What is Medieval romance and how is a romance different from a fairy tale?

“Morte D’Arthur” (in Beginnings of English Literature)

Creative Nonfiction: Ryan Van Meter’s “If You Knew Then What I Know Now”

Poetry: “The Ballad of Birmingham” (in Beginnings of English Literature) “Edward” (in Beginnings of English Literature) “The Wife of Usher’s Well” (in Beginnings of English Literature) “The Wreck of the Edmund Fitzgerald” (audio recording by Gordon Lightfoot) Students will study the ballad as a poetic form.

Informal Writing: Close Reading sheet on EverymanExpository Writing: Using Van Meter’s essay, how does the power of language bond or

separate a person from the larger community?Persuasive Writing: AP poetry free response question from 2009 exam

Week 11: Poetry and MLA Citation

Poetry: Yeats’ “When You Are Old” Yeats’ “Journey of the Magi”

Short Story: Orwell’s “Shooting an Elephant”

Timed writing: Analyze “Allegory of the Cave” by Stephen Dunn

Poetry: Figurative Language II (Perrine Ch. 6 pp.735-755)

AP Practice Multiple Choice Questions

Weeks 12 and 13: The English Renaissance Period (Elizabethan and Jacobean Periods and the Restoration Age) (1500-1700)

Drama: Dr. Faustus by Christopher MarloweDr. Faustus by Christopher Marlowe Essential Questions: What do we see of Marlowe’s use of power? Is he a man in control or a man controlled? How is Marlowe’s “mighty line” significant in the play? How does Faustus illustrate the qualities of a tragic hero?

Poetry focus: Students will study the sonnet in four of its major forms, the Italian, English, Miltonic and Spenserian noting how iambic pentameter appeals to an audience. We will also look at the characteristics of Cavalier poetry.

Poetry: Various sonnets by William Shakespeare (in Shakespeare to Goldsmith)“Death be not Proud” by John Donne (in Shakespeare to Goldsmith)“On his Blindness” by John Milton (in Shakespeare to Goldsmith)“Leda and the Swan” by William Butler Yeats (in Shakespeare to Goldsmith) “To the Virgins to Make Much of Time” by Robert Herrick (in Shakespeare to Goldsmith)

Creative Nonfiction: Lauren Slater’s “Black Swans”

Informal Writing: Close Reading sheet on Dr. Faustus

Analytical Writing: “Henry VIII” analysis from AP examTeacher and peer feedback

Major Out Of Class Writing: The Springfield Republican’s annual essay contest

Literature: Tragedy and Comedy (Perrine Ch. 3 pp.1209-1216)Poetry: Rhythm and Meter (Perrine Ch. 12 pp.838-864)

Major Project Term 2Culturally/Socially Significant Film Essay: Students will develop a definition of what “socially significant” means and then, after discussing some titles in class, choose a film set in the United States by an American director and, in a well-organized essay, examine how the film the student has chosen is a “socially significant” work. In writing this expository essay outside of class, each student will apply the definition that the student has generated to the film ad explore implications that make the film culturally or socially significant. Films to consider are ones that have evoked change, stirred controversy, or created a lasting impact among viewers.Supplemental readings accompanying this assignment: Costanzo, William V. “The Languages of Film” and “Theories of Film” Reading the Movies: Twelve Great Films on Video and How to Teach Them. Urbana: NCTE, 1992. 25-33, 62-72.

Weeks 14 and 15: Hamlet and MacBeth

Drama: HamletEssential Questions: How do Hamlet’s soliloquies show a progression of his resolution of his inner turmoil? What is the role of women in this play? Compare and contrast Hamlet and Macbeth as tragic heroes.

Macbeth

Freytag Triangle Structure: Students will identify the essential elements of each act and how those elements contribute to the overriding theme in the play.

Oral Presentation: In small groups, students will be assigned two of the eight soliloquies in Hamlet. Each group will analyze the sonnets focusing on word choice, imagery, syntax, and figurative language, and then present them to the class.

The Nature of Drama (Perrine Ch. 1 pp.1027-1073)

Analytical Writing: Question 2 from AP 2010

AP Practice Multiple Choice Questions

Week 16: The Neoclassical Period (1660-1798)Essay: “On Lying” by Samuel Johnson (Xeroxed)“Sound and Sense” by Alexander Pope (In Perrine)“A Voyage to Lilliput” from Gulliver’s Travels (in Shakespeare to Goldsmith)

Analytical Writing: Students will analyze Question 1 from AP Exam 2008

Weeks 17 -19: Romanticism (1798-1832) Novels: Frankenstein by Mary ShelleyFrankenstein Essential Questions: How does this novel illustrate the various tenets of Romantic thought? How are Victor and Robert Walton doppelgangers? How does this novel anticipate modern themes about cloning and child abuse?

Pride and Prejudice by Jane Austin

Pride and Prejudice Essential Questions: How does Austin use character to mock or criticize status, marriage, courtship in this novel? How is this novel an epistolary novel?

Short Story: “The Birthmark” by Nathaniel Hawthorne (Xeroxed)Poetry: “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge (in Romantics and

Victorians)“Prometheus”“Mutability” by Percy Bysshe Shelley (in Romantics and Victorians)“London” by William Blake (in Romantics and Victorians)“Lines Composed a Few Miles above Tintern Alley” by William Wordsworth (in Romantics and Victorians)“To Autumn,” “Ode on a Grecian Urn” and “On First Looking into Chapman’s Homer” by John Keats (in Romantics and Victorians)

Poetry: Shelley’s “Mutability,” Coleridge’s “Rime of the Ancient Mariner” and Wordsworth’s “Lines Composed a Few Miles Above Tintern Alley” are all included in Frankenstein. Why?

Grammar: The Awakening sentence combining practice

Literature: Characterization (Perrine Ch. 3 pp.161-187)

Poetry: Figurative Language III (Perrine Ch. 7 pp.756-777)

In class writing: Timed writing using AP exam Question 2 from 2009 exam

Argumentative Essay: Students will compose an essay analyzing the characters of Victor and Aylmer. Who is more detestable?

Weeks 20 - 22: The Victorian Period (1832- 1900)Novel: The Awakening by Kate Chopin

Essential Questions: How does the setting contribute to the themes of the novel? What argument(s) does Chopin make about the role of women in society?

Turn of The Screw by Henry JamesEssential Questions: Is the governess mad? Knowing what we know about Miss Jessel and Peter Quint, could the children (Miles and Flora) be possessed? Is Mrs. Grose irresponsible in any way? How does the school fail Miles? The children’s uncle exhibits an unusual irresponsibility: what “protects” him from being called to account for his refusal to be contacted at any time? What is this story about?

Excerpt: Paradise Lost by John Milton

Poetry: “Markheim” by Robert Louis Stevenson (in Romantics and Victorians) “My Last Duchess” by Robert Browning (in Romantics and Victorians) “Ulysses” by Alfred Lord Tennyson (in Romantics and Victorians) “Dover Beach” by Matthew Arnold (in Romantics and Victorians) “The Love Song of J Alfred Prufrock” by T.S. Eliot (in Romantics and Victorians)

Poetry: Notes on dramatic monologues, in class analysis of above poems. In class reading aloud of poetry with discussion of dramatic monologue.

Persuasive Writing: Timed writing using AP exam free response question 3 from Exam 2010

Expository Writing: Explain how manners have changed over time

AP exam multiple choice question practice

Poetry: Tone (Perrine Ch. 10 pp.804-821)

Week 23: Midterm examinations

Weeks 24, 25, 26: Early Modern Period in Drama (late 1800’s to the 1950’s)Drama: No Exit by Jean Paul Sartre

Essential Questions: How is this work a tragic comedy? How does it illustrate the tenets of Existentialism?

Novel: Portrait of an Artist as a Young Man by James JoyceEssential questions: How is this novel a bildungsroman? What social responsibilities does the artist have? How is language development tied to cultural conflicts?

Poetry: “Do Not Go Gentle into That Good Night” by Dylan Thomas “One Art” by Elizabeth Bishop “Le Paysage Moralisee” by W.H. Auden “Sestine” by Elizabeth Bishop “Theme for English B” by Langston Hughes “The Writer” and “Mind” by Richard Wilbur “The Diamond Cutters” by Adrienne Rich

Creative Nonfiction: “This is not Who We Are” by Naomi Shihab Nye

Poetry: Student will study the characteristics of the villanelle, sestina and free verse using the above poems.

Persuasive Writing: Timed writing using AP exam free response question (3) from AP Exam 2008

Major Project Term 3: Using “Theme for English B” as a model, students will write an original parody of this work. Students are to include specific autobiographical information or examples in their poem. The only two lines that should rhyme should be the last two; otherwise, the poem should adhere to Hughes free verse format. Students will mount their poems into a format of their choice, accompanying their parody with appropriate photos from the student’s references in the poem (age, activities, and school).

Weeks 27 and 28: Modern/Postmodern Period (1900-1980)Selections: James Joyce “The Sisters” “An Encounter” “Araby” and “Eveline”

Short Story: “Araby” by James Joyce (in Perrine)

Poetry: “Leda and the Swan” by William Butler Yeats (in Perrine) “The Hollow Men” by T.S. Eliot (in Perrine) “Coconuts” by Bernard Shaw (Xeroxed) “Dear Mother,” by Bernard Shaw (Xeroxed)

AP Multiple Choice Question Practice

Poetry: Sound and Meaning (Perrine Ch. 13 pp.864-882)

Analytical Writing: Using AP Question 1 from AP Exam 2007

Timed Writing: Using AP Question 2 from AP exam 2007

Weeks 29, 30, 31: The Modern Novel and Poetry (1980-present)Novels: The Handmaid’s Tale by Margaret Atwood

Essential Questions: How is Groupthink exemplified in this novel? How much of The Republic of Gilead do you see in the U.S. today? What does the work say about modern society? How does Atwood comment on war, hunger, sex, religion, education and work?

Beloved by Toni MorrisonEssential Questions: What is stream of consciousness and how is it present in the novel? What is the function of the ghost in this work? What does the word community mean in the novel? How are the poems “Daedulus” and “Fly Away Home” by Robert Hayden a comment on Morrison’s story?

Essays: “Groupthink” by Irving Janice “Utopia and Violence” by Karl Popper

Poetry: “Aunt Jennifer’s Tigers” by Adrienne Rich “The Unknown Citizen” by Karl Popper

In class timed writing: Timed writing using AP exam free response question from 2006

Major Projects Term 4: Cinquaine Project and Senior Paper PresentationsIndividual Interpretation Writing: Choosing five works (plays, novels or poems) students will write five cinquaines that illustrate unifying conflicts among the works and illustrate their project with graphics appropriate to their poems. Students must use MLA citations for any graphics that they extract from on-line sources.

Week 32: Review for AP exam Review includes Multiple Choice Question practice, pre-writing strategies for each of the three essay prompts, review of thesis statement, body paragraph and conclusion writing, and review of literary terms from Perrine Literature book

Week 33 and 24: Senior Paper Presentations

Week 35: Senior Final ExaminationsStudents will read the novel below and write a coherent essay to the question posed.

Persuasive Essay: Edith Wharton’s House of Mirth (1905) How is this work a novel of exploitation – of humans, of resources?

Advanced Placement English 2 – Literature and CompositionBibliography

Achebe, Chinua. Things Fall Apart. New York: Anchor Books, 1959.

Atwood, Margaret. The Handmaid’s Tale. New York: Fawcett Crest, 1985.

Austen, Jane. Pride and Prejudice. Four English Novels. Ed. J.B. Priestly and O.B. Davis. New York:

Harcourt, Brace and World, Inc., 1960.

Beowulf. Seamus Heaney, Translator. New York: Farrar, Straus and Giroux, 2000.

Chaucer, Geoffrey. The Canterbury Tales: A Selection. Ed. Donald R. Howard. New York: NAL, 1969.

Chopin, Kate. The Awakening. New York: Dover Publications, 1993.

Everyman. The Beginnings of English Literature. Ed. Rev. William T. McNiff, O.S.C. New York: The

Macmillan Company, 1966.

Five Steps to a Five: AP English Literature. Ed. Estelle Rankin and Barbara Murphy. New York:

McGraw-Hill, 2002.

Gardner, John. Grendel. New York: Random House, Inc., 1971.

Hesse, Herman. Siddhartha. New York: Dover Thrift Editions, 1998.

Hosseini, Khaled. The Kite Runner. New York: Penguin Group, 2003.

James, Henry. The Turn of the Screw. New York: Penguin, 1986.

Joyce, James. Dubliners. New York: Penguin Books, 1968.

__________. A Portrait of an Artist as a Young Man. New York: Viking Press, 1971.

Malory, Thomas. Morte D’Arthur. The Beginnings of English Literature. Ed. Rev. William T. McNiff,

O.S.C. New York: The Macmillan Company, 1966.

Marlowe, Christopher. The Tragical History of the Life and Death of Doctor Faustus. The Norton

Anthology of English Literature. Vol. I (Revised). M.H. Abrams, et al. New York: W.W. Norton

Co., Inc., 1968.

Martin-Smith, Keith. “Art, Postmodern Criticism, and the Emerging Integral Movement” Integral

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Morrison, Toni. Beloved. New York: Plume, 1988.

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Harcourt Brace College Publishers, Inc., 1992.

Sartre, Jean-Paul. No Exit and Three Other Plays. New York: Vintage International, 1989.

Shakespeare, William. Hamlet. New York: Dover Publications, 1992.

_________________. Macbeth. New York: Dover Publications, 1996.

Shelley, Mary. Frankenstein. New York: Airmont Publishing Co., 1963.

Sir Gawain and The Green Knight. The Norton Anthology of English Literature. Vol.I (Revised). Ed.

M.H. Abrams, et al. New York: W.W. Norton Co., Inc., 1968.

Touchstone Anthology of Contemporary Creative Nonfiction. Simon and Schuster. New York. 2007.

Wharton, Edith. The House of Mirth. New York: Bantam Books, 1984.