CurriculumRationales:APLiterature

Willis English 11—AP Lit. Course Rationales

ThiscourseisdesignedtocomplywiththecurricularrequirementsdescribedintheAPEnglishCourseDescription.Assuch,thereadingsareprimarilyselectedfromalistofworksthathavepreviouslybeenontheAPEnglishexams.Thereadingsareselectedbytheircultural,historicaland/orsocialcontext,theirgenre(oruniquenessofwritingstyle),studentengagement,teacherexpertise,andtheirappearanceonpreviousAPexams(CollegeBoard).Usingtheabovestatedcriteria,theEnglishDepartmenthascarefullyevaluatedtheAPbooklistasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.

Beowulf translation by Seamus Heaney (700 AD)

TheEnglishDepartmenthascarefullyevaluatedBeowulfasawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.

I. Plot Summary

Beowulf,anAnglo-Saxonepicpoem,focusesontheeponymousheroasheattemptstodestroythemonsterterrorizingtheDanishtownofHeorot.Beowulfisabletodefeattheterriblemonster,Grendel,butasaconsequenceheprovokesanothermonsterintoseekingrevenge.Thetalerecountsthecrucialbattletodefeatthissecondmonster,andtherewardBeowulfearnsforendingtheterrorhauntingthekingdom.ButBeowulf’sjourneytohelpHrothgar’sbeleagueredkingdomonlyprefigureshisonlylifeanddeathastheleaderofhisownlands,providingalooknotonlyatajourneyacrossthesea,butalsothroughlife.

II. Rationale and Learning Objectives

Thestudentwillbechallengedtoevaluatetheformandmeaningofthepoem;delvingintothepsychologicalimpactsofwarastheyaccompanyBeowulfthroughhisepicbattles.Thecharacteristicsofheroismandsacrificewilloccupythestudentinourstudyofthisdemandingnarrative.Asevenintranslation,thefeaturesofOldEnglishchallengeevenadvancedreaderswiththeirsymbolicandmetaphoriccomplexities.Studentswillhaveanopportunitytostudypoeticform,foreshadowing,digression,epicformula,pointofview,andjuxtaposition.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingto

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

CurriculumRationales:APLiterature

supportconclusionsdrawnfromthetext.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,

CurriculumRationales:APLiterature

dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinBeowulf:graphic,violentdepictionsofbattle.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

WhilesomefeaturesofBeowulfareuniquetothisancientwork,sadlytheviolencecontainedwithintheworkisnotoutsidetheexperienceofthemodernaudience.SeamusHeaney,thetranslator,saysofthework,“Itsnarrativeelementsmaybelongtoapreviousagebutasaworkofartitlivesinitsowncontinuouspresent.”Studentsmaybedisturbedbytheviolence,butasanessentialcommentaryonitstime,aswellasourown,thisisavaluableexperience.

Othello by William Shakespeare (1603)

With Film Adaptation (1995)

TheEnglishDepartmenthascarefullyevaluatedOthelloasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.ThefilmadaptationisratedR,forsomesexuality,butexplicitsexisnotshownintheclassroom.Thisdramawasmeanttobeseenandheard;theEnglishdepartmentfeelsthattheliterarymeritofthisadaptationmorethancompensatesfortheinclusionofthissensitivesubjectmatter.

I. Plot Summary

WilliamShakespeare’stragedy,Othello,isaplayaboutlove,hate,jealousy,envy,andlust.Intheopeningscene,IagoannounceshisintentiontoavengethewrongdonehimbyOthelloandCassio.HedeviseselaborateschemestoturnOthelloagainstCassiobyimplicatingCassiointrystwithDesdemona,Othello'sbride.TheplayconcludeswiththerevelationsofIago’sdeceptions,butnotintimetostopthemurderofDesdemonaandthesubsequentsuicideofOthello.

II. Rationale and Learning Objectives

ThisclassicShakespeareanplaywillserveasafocalpointforthestudyofdramaand,inparticular,tragedy.Theplaywillbereadaloudinclass,withfrequentpausestoanalyzebothplotandtheliterarydevicesemployedbyShakespearetocommunicatehiscomplexmessage.StudentswillcarefullyexamineIago’sschemingandintentions,withaparticulareyetowardpersuasivespeechandtechniques.Studentswillhaveanopportunitytostudysonnetform,irony,setting,characterization,andmotivation.

CurriculumRationales:APLiterature

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeorto

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesor

CurriculumRationales:APLiterature

comparetheapproachestheauthorstake.

topics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinOthello:sexuality,murder,andsuicide.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthework.TheEnglishdepartmentfeelsthattheliterarymeritofthisclassicmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

WhileShakespeareantragedydemandsaliterarycategoryallitsown,theuniversalityofShakespeare’svillainsandtragicheroesextendsacrosstime,community,andcountry.Andasthecharactersaregrapplingwithjealousy,ambition,dishonesty,race,thesesameconcernsoccupythedailylivesofstudents.

Pride and Prejudice by Jane Austen (1813)

With Film Adaptation (2005)

TheEnglishDepartmenthascarefullyevaluatedPrideandPrejudiceasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.ThefilmadaptationisratedPGforsomemildthematicelements.

I. Plot Summary

Asanovelofsocialcritique,PrideandPrejudiceiscenteredontheBennetfamily,whosematriarchisdeadestonfindingsuitablespousesforeachofherfivedaughters.Asmarriageisoneofthefewrespectableoptionsavailabletowomenatthetime,andthefamilyisinprecariousfinancialandsocialstraits,thistaskismadeespeciallydifficult.Butperhapsanevengreaterchallengeliesinthereluctanceofherdaughterstomarryforanythinglessthantrueloveandpassion.

CurriculumRationales:APLiterature

II. Rationale and Learning Objectives

ThestudentwillcompareandcontrastAusten’snovelwithMaryWollstonecraft’s,AVindicationoftheRightsofWomen,evaluatingtheroleofwomeninthe19thcentury.Inaddition,thestudentwillanalyzeAusten’scritiqueofsocialclass.Finally,thestudentwillidentifycharacter,setting,plot,pointofview,andtheme,demonstratingdeeperunderstandingthroughbothpersonalandfocusedwrittenresponses.AsoneoftheearliestnovelsinEnglishliterature,thisworkservesasapointofreferenceinthestudyofmanyotherworksinthecourse.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurpose6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,

CurriculumRationales:APLiterature

shapesthecontentandstyleofatext. sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinPrideandPrejudice:referencetoacouplelivingoutofwedlock.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

Frankenstein by Mary Shelley (1818)

TheEnglishDepartmenthascarefullyevaluatedFrankensteinasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.

I. Plot Summary

Frankenstein,orTheModernPrometheus,istheclassicGothicnovelaboutman’sstruggletoplayGodandcreatetheperfecthumanbeing.Ambitionovercomesthegoodnessofhisoriginalmedicalimplications,andDr.VictorFrankenstein’sfiendishcreaturetormentshiscreator.Thereasonforrevengeissimple-noonelovestheabomination.Societytakesonelookatthe

CurriculumRationales:APLiterature

creature,judgeshisnaturewrongly,andturnshimintothemonsterrepresentedinmoviesandTVtoday.

II. Rationale and Learning Objectives

Victorandhismonsterpresentauniqueopportunityforstudentstoconsiderthenatureofparentandchild.TheethicalimplicationsofthechoicesmadebyDr.FrankensteinandhiscreationtoindulgetheirpassionsandmeettheirneedswilloccupytheconversationaboutShelley’sclassicnovel,asstudentsexaminehowFrankenstein’sactionshavetragicinfluenceonthelivesoffamily,friends,andacquaintances.Thestudentwillconsiderallusion,framenarrative,setting,epistolarydevelopment,andthemeastheycomposeAPpracticeessays.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

CurriculumRationales:APLiterature

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinFrankenstein:violence,murder.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

Jane Eyre by Charlotte Bronte (1847)

With Film Adaptation (2011)

TheEnglishDepartmenthascarefullyevaluatedJaneEyreasawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.ThefilmadaptationisratedPG-13forsomethematicelementsincludinganudeimageinapaintingandbriefviolentcontent.

CurriculumRationales:APLiterature

I. Plot Summary

Bronte’snovelfollowsthedifficult,butultimatelytriumphant,lifeofJaneEyre.Anorphanedgoverness,EyrestrugglesagainstthesocialmoresofVictorianEngland,thelimitationsofherfamilyconnections,andthecomplicatednatureofheraffectionforheremployerRochester.ThenovelfollowsJanethroughoutherlife:fromherchildhooddeprivationsatthehandsofherfamilytoherownlifeasamother.WhileEyre’slifeisfilledwithtragedyandimpediments,sheultimatelyprevailsandmanagesaratherunconventional“happilyeverafter.”

II. Rationale and Learning Objectives

Coveringthespectrumofanineteenthcenturylifeforwomen,Brӧnte’snovelisauniquecombinationofthesemi-autobiographical,Victorian,Gothic,andBildungsroman.Assuch,thenovelpresentsanopportunityforstudentstoexperienceawiderangeofliteraryformswithinitsbounds.Thethemesofthenovelaretimeless,anditsformisarchetypal.

Questionsofloyalty,forgiveness,andfaithdominatethisrealisticnovelasJanestrugglestonavigatethesometimesrigidmoralstandardsofVictorianEngland.Janerejectsmanyoftherequirementsandexpectationsofwomenduringthisperiod,consequentlythenovelisconsideredbymanytobeaproto-feministtext.StudentsnaturallyrespondtoJane’sindependenceandpersonalfortitudeinthefaceofoppression.Janefitsthemoldoftransgressivefemalenarratorsstudentshavealreadyencountered,havingreadPrideandPrejudiceandispredictiveofthetypesofnarratorsstudentswillencounterintheremainderofthecoursecurriculum.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CurriculumRationales:APLiterature

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinJaneEyre:childabuse,violence,sexuality,andreferencestoadulterousaffairs.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

CurriculumRationales:APLiterature

SexualityintheVictorianworldiscarefullygoverned,anddiscussionofthistopicmaybeofconcerntosomereadersandparents.ThisaspectofthenovelisessentialtounderstandingJane,whograppleswithmoralityandloyaltybeforedecidingsexualityshouldbecontainedbymatrimony.Byraisingthefundamentalimportanceofpersonalrelationshipstomorality,thebookhelpsstudentstoexploretheirownemergingsenseofvirtueasitrelatestothistopic.

Studentscan,andshould,beforewarnedaboutthepotentiallyupsettingdiscussionofsexualitycontainedinthenovel.Consideringthesexualextremesdepicteddailyontelevision,studentsneedavehicletodiscusstheimportanceofindividualmoralityinthisareaoftheirlives.AsJanesays,““Iamnobird;andnonetensnaresme:Iamafreehumanbeingwithanindependentwill.”Brӧnte’snovelprovidesstudentsanopportunitytoseekforthemselvesthefreedompromisedbyindependentwill.

Of Mice and Men by John Steinbeck (1937)

With Film Adaptation (1992)

TheEnglishDepartmenthascarefullyevaluatedOfMiceandMen asawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.ThefilmadaptationisratedPG-13forsomescenesofviolence.Tofurtherunderstandingofsettingasaliterarydevicethestudentwillcomparethenovelwiththeperformance.

I. Plot Summary

Steinbeck'sclassicdepression-eranoveltracesthejourneyoftwooutsidersinsearchoftheAmericandream:asmallplotoflandtocalltheirownandanindependentlife.Thenovellahingesonthefriendshipbetweenthesetwo,whichrequiresGeorgeprovideleadership,guidance,andcaretakingforhisfriend.Asacountertotheirbleakmigrantexistence,GeorgetellsLennieastoryabouttheirfuture,embroideredwithstability,safety,andcalmthattheirdonotandwillnothaveintheirlives.

II. Rationale and Learning Objectives

OfMiceandMenservestoilluminatethehistoricalconditionofacriticalmomentinAmericanhistoryandprovidesoneofthemostpowerfulnarrativesinAmericanliterature.Thecentralquestionoftheworkisconnectedtoourconceptionsofjustice,anissuethatstudentshavetracedfromtheearliestmomentsofthecourse.InordertoprotectLenniefromtheworld,Georgemustmakeaheartbreakingdecisiontokillhim.Thismomentchallengesstudentstoconsiderthegreyinaworldofblackandwhite.

III. Common Core Standards

ReadingStandardsforLiteratureKeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogical

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,including

CurriculumRationales:APLiterature

inferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

determiningwherethetextleavesmattersuncertain.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivesubjectsinOfMiceandMen:referencetoadulteryandsexuality,vulgarlanguage,manslaughter,mercykilling.Thestudentisencouragedtofeelcomfortableexpressinghis/herviews

CurriculumRationales:APLiterature

openlyintheclassroom.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

Theconclusionofthisnovelisdifficult.Intheend,inordertoprotectLennie,somethinghehasdonemanytimesoverthecourseofthework,Georgemustkillhim.Whilethismomenthasbeenforeshadowed,thistakesmanystudentsbysurprise.Inordertoprocessthistragedy,studentshavebuiltarapportandavenue.Steinbecksaid,"Itistruethatwe[humanity]areweakandsickanduglyandquarrelsomebutifthatisallweeverwere,wewouldmillenniumsagohavedisappearedfromthefaceoftheearth."TheconversationaboutLenniehelpsstudentsconsiderthisdichotomyandallitscomplexities.

The Great Gatsby by F. Scott Fitzgerald (1925) With Film Adaptation (2013)

TheEnglishDepartmenthascarefullyevaluatedTheGreatGatsby,anditsmodernadaptationasawholeanddeemedbothworthyfortheAPLiteratureandCompositioncurriculum.ThefilmisratedPG-13forsomeviolentimages,sexualcontent,smoking,partyingandbrieflanguage.

I. Plot Summary

Fitzgerald’sclassicnovelbringstolifetheexuberanceandvitalityoftheJazzAge,withitselaborateparties,sparklingpersonalities,andcarelesspeople.NickCarawaynarratesasthemysteryofGatsbyunfolds,andthenovelcapturesthenostalgia,narcissism,corruption,socialclimbing,hedonismandhopetiedupintheera.Gatsby’sAmericandreamistheenginethatdrivesitall,butthecrushingimpactofWWIandthehollowheartofTheLostGenerationproveinescapable.

II. Rationale and Learning Objectives

ThenovelisoccupiedwithquintessentiallyAmericanthemesrelatedtomeritocracyandregret.StudentswillhaveanopportunitytoexploretheimpactofpastactionandfutureintentionsonthelivesandmotivationsofFitzgerald’scharacters.Ashortstoryandpoetryexplorationwillprovidestudentswithalookthewaydifferenttextsaddressasimilartheme.Thestudentwillconsidersymbol,foreshadowing,irony,paradox,andthemeastheycomposeAPpracticeessays.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthe

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

CurriculumRationales:APLiterature

text.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexity

CurriculumRationales:APLiterature

bandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinTheGreatGatsby:violence,sexuality,alcohol,murder,suicide.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelandfilmadaptationmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

The Awakening by Kate Chopin (1899)

TheEnglishDepartmenthascarefullyevaluatedTheAwakeningasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.

I. Plot Summary

SetinNewOrleansandSouthernLouisianalateinthenineteenthcentury,TheAwakeningtellsthestoryofEdnaPontellierandherviewsonfemininityandmotherhood.Ednabeginsajourneyofself-discoverythatleadstoanunderstandingofthelimitationsonwomenatthistimeperiod;her“solitarysoul”andherneedforbothsolitudeandindependence;thepleasureshediscoversinmusicandthecreationofart;andherromanticattachmenttoayoungman.

II. Rationale and Learning Objectives

Throughaseriesofpersonalandfocusedwritingexercises,thestudentwillanalyzetheauthor’scraftthroughuseofdialogueandvariousrhetoricaltechniquesincludingdiction,themedevelopmentandanalysisofcharacterdevelopment.Thestudentwillalsoanalyzethesocialandcontextualaspectsofthesettingandtheirinfluenceoncharactersandevents,alongwithanexaminationoffeministtheoriesandconsiderationofthejourneytoself-discovery.Further,thestudentwillevaluatetheinfluencesofRomanticism,Realism,Naturalism,andLocalColor.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingto

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

CurriculumRationales:APLiterature

supportconclusionsdrawnfromthetext.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,

CurriculumRationales:APLiterature

dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinTheAwakening:suicideandsexualrelations.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

The Stranger by Albert Camus (1942)

TheEnglishDepartmenthascarefullyevaluatedTheStrangerasawholeanddeemeditworthyfortheAPLiteratureandCompositioncurriculum.

I. Plot Summary

AlbertCamus’TheStrangerisanovelaboutanunintendedmurderandthetrialthatfollows.Meursaultisayoungmanwhoappearstobeindifferenttotheworldaroundhimandisforcedtofacehisownidentityandultimately,hisownmortality.

II. Rationale and Learning Objectives

Camus’complextext,anexampleofexistentialismandabsurdism,challengesthereadertoevaluatetheconceptsofalienation,spirituality,morality,andchoice,encouragingcomparisonandevaluationofone’sindividualbeliefs.Studentswillidentifycharacter,setting,plot,pointofview,andtheme,demonstratingdeeperunderstandingthroughbothpersonalandfocusedwrittenresponses.

III. Common Core Standards

ReadingStandardsforLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

CurriculumRationales:APLiterature

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

CurriculumRationales:APLiterature

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinTheStranger:murder(violence)andsexualtopics.Intheclassroom,sensitivetopicswillbedealtwithinamaturefashion,towardanunderstandingofwhythismaterialisincludedinthenovel.TheEnglishdepartmentfeelsthattheliterarymeritofthisnovelmorethancompensatesfortheinclusionofthissensitivesubjectmatter.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

To Kill a Mockingbird by Harper Lee (1960)

With Film Adaptation (1962)

TheEnglishDepartmenthascarefullyevaluatedToKillaMockingbirdasawholeanddeemeditworthyforthe11thgradeEnglishcurriculum.Thefilmadaptationisunrated,butparentsareadvisedthattherecommendedratingisPG-13forthematicmaterial,somelanguage,andreferencestorape.

I. Plot Summary

Lee’snovelisnarratedbyScoutFinchandfollowsherfamilyastheystruggleagainsttheentrenchedracismof1930sAlabama.Scout’sfatherAtticusisalocalpublicdefender,calledtoconfrontbigotryanddiscriminationdirectlyastheattorneyforablackmannamedTomRobinson.Tomhasbeenfalselyaccusedofrapeandbecausethenarrationisprovidedfromtheperspectiveofachild,thecrimeinquestionisbewilderingonmanylevels.

II. Rationale and Learning Objectives

ToKillaMockingbirdisvitaltoanystudyofliterature.Thenovel,itscharacters,andLeeherselfarefrequentlyalludedtoinpopularcultureandacademia.Butthevalueofthenovelisnotlimitedtoitsexistenceasatouchstone,theframeworkprovidedbyLee’sworkisidealforthestudyofliteraryelementsandstoryarchetypes.Theme,motif,andallusionareparticularlyevidentandeasilyaccessibleforstudents.

Themotifofchildhoodthatinfusesthefirstportionofthenarrativemakesthenovelparticularlyappealingtohighschoolstudents.ReadersnaturallysympathizewithScout’sescapadesandtheaccessibilityofLee’sprosemakesthecomplexitiesofthenovelmanageableforstudents.

III. Common Core Standards

ReadingStandardsforLiterature

CurriculumRationales:APLiterature

KeyIdeasandDetails Grades11-12

1.Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

1.Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.

2.Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

3.Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourseofatext.

3.Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

CraftandStructure Grades11–12

4.Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaningortone.

4.Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

5.Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlargerportionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthewhole.

5.Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

6.Assesshowpointofvieworpurposeshapesthecontentandstyleofatext.

6.Analyzeacaseinwhichgraspingpointofviewrequiresdistinguishingwhatisdirectlystatedinatextfromwhatisreallymeant(e.g.,satire,sarcasm,irony,orunderstatement).

IntegrationofKnowledgeandIdeas Grades11-12

7.Integrateandevaluatecontentpresentedindiverseformatsandmedia,includingvisuallyandquantitatively,aswellasinwords.

7.Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

9.Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuildknowledgeortocomparetheapproachestheauthorstake.

9.Demonstrateknowledgeofeighteenth-,nineteenth-andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

CurriculumRationales:APLiterature

RangeofReadingandLevelofTextComplexity

Grades11-12

10.Readandcomprehendcomplexliteraryandinformationaltextsindependentlyandproficiently.

10.Bytheendofgrade11,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades11–CCRtextcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.Bytheendofgrade12,readandcomprehendliterature,includingstories,dramas,andpoems,atthehighendofthegrades11–CCRtextcomplexitybandindependentlyandproficiently.

IV. Addressing Sensitive Subjects

PossiblesensitivetopicscontainedinToKillaMockingbird:profanityorvulgarlanguage,referencetorape,andviolence.Thestudentisencouragedtofeelcomfortableexpressinghis/herbeliefsandviewsopenlywithintheclassroomenvironment.Ifthestudentisuncomfortableatanytime,thestudentshouldmeetwiththeteachertodiscusshis/herconcerns.

Bigotrycanbeasensitiveissueintheclassroom,andtheundercurrentofviolencethatpervadesthenoveladdsadditionalcomplexity.Whiletheracismandinjusticethatfeatureinthenarrativemayseeminglyhaverecededoutofthepublicconsciousness,certainlytheseissuesremainrelevantforstudents.HarperLeehasremainedsteadfastlysilentonthebookanditsinfluence,butsheoncenoted,“Thebooktoreadisnottheonewhichthinksforyou,buttheonewhichmakesyouthink.”Totheextantthestudentswillhaveanopportunitytothinkaboutcrucialissuesandconductdifficultliteraryanalysisthisisthebooktoread.