AP English Literature and Composition Syllabus
Instructor: Ms. Trujillo
Room: 207 Office hours: by appointment
Email: [email protected]
Course Description
This course has been designed in accordance with the College Board’s curricular standards, as outlined in the AP English Course Description (http://media.collegeboard.com/digitalServices/pdf/ap/ap-english-course-description.pdf). The purpose of this course is to teach beginning-college writing through the close reading of an array of American and British literature from the sixteenth century to the present. This course is a college level experience, with corresponding expectations. The reading, writing, and discussion expectations are that of an undergraduate course. In May, students will take the AP English Literature and Composition Exam (required) in order to earn college credit (Requirements vary by college. In most cases, you need to score a 3 or higher).
Elements of the Course (What to Expect)
In this course, students will learn how to be critical readers, thinkers, and writers through analyzing literature, engaging in discussion, and composition. This is a process, and students’ success in the course is determined by their growth as a readers and writers.
Course Goals
At the end of the course, you should be able to:
Course Understandings and Essential Questions:
What will students understand (about what big ideas) as a result of the course? Students will understand that:
What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of course?
Required Materials
All materials (except texts) are due in class on Monday, September 10th, and you are expected to have materials with you at all times.
Grading Policies
Classroom Expectations
In addition to adhering to the school code of conduct, the following are expectations of students in the classroom:
Students who do not comply with classroom policies will receive:
I expect great things from you and am here to help you succeed. If we work together, we will learn and have a great school year. Please never hesitate to see me if you need assistance.
Course Outline
This course outline is in no way set in stone. Throughout the year, I may change (cut, rearrange, and/or add to) this outline.
Quarter 1- Foundations, Introduction to Poetry, and Writing (Narrative Essay/College Essay)
Instructor: Ms. Trujillo
Room: 207 Office hours: by appointment
Email: [email protected]
Course Description
This course has been designed in accordance with the College Board’s curricular standards, as outlined in the AP English Course Description (http://media.collegeboard.com/digitalServices/pdf/ap/ap-english-course-description.pdf). The purpose of this course is to teach beginning-college writing through the close reading of an array of American and British literature from the sixteenth century to the present. This course is a college level experience, with corresponding expectations. The reading, writing, and discussion expectations are that of an undergraduate course. In May, students will take the AP English Literature and Composition Exam (required) in order to earn college credit (Requirements vary by college. In most cases, you need to score a 3 or higher).
Elements of the Course (What to Expect)
In this course, students will learn how to be critical readers, thinkers, and writers through analyzing literature, engaging in discussion, and composition. This is a process, and students’ success in the course is determined by their growth as a readers and writers.
- Reading- Reading carefully, critically, and promptly (this requires time management) for this class is CRUCIAL. Students need to understand that the quality of their reading AND RE-READING is more important than the quantity of works they read. All reading should be done with great attention to detail and depth of meaning. In other words, students must pay close attention to the text, engaging in active reading, and rereading and reviewing sections. Because students are expected to interact closely with the text, they are expected to annotate all assigned works. To aid in developing students’ critical reading and thinking skills, they will be required to demonstrate their growth as readers through the Critical Reading/Thinking Journals.
- Writing- Students will discuss a vital aspect of writing, including structure and style (diction, syntax, figurative language, mechanics). It is important to understand that writing is a process that will include multiple revisions of papers (including peer editing), and it is most important that students demonstrate growth as writers through their writing process and writing portfolio. Writing in this course will consist of daily in-class and outside-class writing assignments including informal responses to texts, AP timed writing practice, and formal papers that require students to discuss, defend, analyze, and examine various texts. In addition, students will write their college essays and senior research paper.
- Assignments and Projects- Students will be exposed to various literary critics’ essays and asked to evaluate the ideas presented in the reading through discussion and writing. In addition to practicing AP timed-writing prompts, students will also practice multiple-choice questions similar to the ones on the AP exam. Each unit will have a required project that aligns with that quarter’s skill focus. For example, the poetry unit projects include a study of a poet and several of his/her works and the poetry out loud poem recitation, PPT, and essay.
- Assessment- In addition to the Critical Reading/Thinking Journal, there will be periodic exams and quizzes (quizzes are usually not announced).
- Homework- Students will be assigned homework regularly. This is an AP course, and students are expected to complete assignments carefully, thoughtfully, and promptly.
Course Goals
At the end of the course, you should be able to:
- Carefully and critically analyze literature
- Understand the way writers use language and how their use of language affects the text
- Explain a work’s structure, style, themes, and literary elements (use of figurative language, imagery, symbolism, and tone)
- Study and know in depth literary works from various genres and periods
- Understand a work’s complexity and analyze how meaning is embodied in literary form
- Consider the social, cultural, and historical values a work reflects and embodies
- Write critical analysis of literature (expository, analytical, and argumentative essays)
- Be aware of the resource of language (connotation, metaphor, irony, syntax, and tone)
- Demonstrate their growth as readers and writers
- Demonstrate a rich literary and college-level vocabulary
- Identify and explain the significance of various literary elements in various texts
Course Understandings and Essential Questions:
What will students understand (about what big ideas) as a result of the course? Students will understand that:
- Literature provides a mirror to help us understand others and ourselves.
- Writing is a form of communication across the ages.
- Literature reflects the human condition/experience.
- Literature deals with universal themes (man v. man, nature, self, or God)
- Literature reflects its time’s social, cultural, and historical values.
What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of course?
- How does literature help us understand others and ourselves?
- How is writing a communication tool?
- How does literature reflect the human condition/experience?
- How does literature express universal themes?
- How does literature reflect its time’s social, cultural, and historical values?
Required Materials
- Students will purchase texts through Lane’s book program (Tentative list: Jane Eyre, Oedipus Rex, Hamlet, Crime and Punishment)- No electronic books
- An additional novel (to be determined) will need to be purchased after spring break
- We will not be using an anthology. Instead, I have complied articles, short stories, and poems from various sources that will be available as PDF files for you to print at home or school.
- Folder (for handouts and returned assignments)
- Three subject college-ruled notebook (Section 1- bell ringers and reading response, Section 2- notes, Section, Section 3- Critical Thinking Journal)
- White college-ruled loose leaf paper
- White 3 x 5 lined index cards on a ring
- Black or blue pen, No. 2 pencil, highlighter, post it notes, and a colored pen other than black or blue
- School planner
- Access to dictionary and thesaurus
- USB flash drive
All materials (except texts) are due in class on Monday, September 10th, and you are expected to have materials with you at all times.
Grading Policies
- Attendance- All absences require proper documentation. No makeup work will be given for unexcused absences. As seniors, I expect you to know how to have an absence excused officially by the school, so it is YOUR responsibility to provide proper documentation. Students will be sent to the attendance office if their absences are unexcused and there is no note or if they are absent 3 or more consecutive days.
- Make-Up Policy- You may ONLY make up work for excused absences. If your absence is planned (e.g., a doctor or dentist appointment), please see me in advance to get the work you will miss. You are responsible for getting all missing work. You may do this by checking Google Classroom, asking a classmate, or by emailing me at [email protected]. All work assigned the last day you attended class is due the day you return with proper documentation. This includes taking any test given during your absence. All missed tests and quizzes can only be made up before school, during lunch (as scheduling permits), or after school (if and when my schedule permits). If the absence was unexcused, no work will be accepted nor can you make up tests or quizzes. Attendance is very important to your success.
- Academic Honesty- Acts of academic dishonesty such as plagiarism, cheating, and fabrication of information on any assignment or assessment will NOT be tolerated and will result in a zero for the assignment, parent notification, and dean referral. This includes nearly identical work which will also result in loss of credit for both students.
- Tardy- Students are expected to be in class on time. This means INSIDE the classroom and in your seat when the bell rings. Excessive tardiness will result in loss of bell ringer/quiz/homework points that are missed during that time, parent notification, and, if necessary, referral to the attendance office. If you are late, you may not make up what you missed during class (e.g., quizzes, bell ringers, or collected work).
- Homework is an extension of what we learn in class and in most cases necessary for what we will do in class. It is important to your learning and grade to complete all assignments on time with an honest effort. Therefore:
- Homework is due when I collect/check it (usually at the beginning of class)
- Late assignments will NOT be accepted, as work completed after its due date loses relevance
- Incomplete assignments will NOT be accepted
- Evaluation- The following will be used to determine your grades throughout the course of the year:
- Formative Assessments (50%)-This includes most classwork, homework, and in-class essays.
- Summative Assessments (30%)- This includes most final projects and essays (any end of unit evaluative work).
- Speaking and Listening (20%)- This includes various speaking and listening skills that will be assessed in individual, pair, group, and class work/discussions.
- Grading scale:
Classroom Expectations
In addition to adhering to the school code of conduct, the following are expectations of students in the classroom:
- Be Productive
- Actively participate in class discussion, class work, and group work
- Attentive to class instructions and actively participate in class
- Exhibit Appropriate and Respectful Behavior
- Prompt- this means in the classroom and in your seat by the time the bell rings
- Adhere to the dress code with ID properly displayed (students without an ID will be sent to get one)
- Prepared with necessary materials for class
- Polite, patient, and wait for your turn to speak (we cannot hear each other if we speak over each other)
- No food or drinks (except for water)- exception for students with documented medical needs
- No cell phones or electronic devices
- Disruptive behavior, swearing, destruction of school property, touching another person, or any form of misbehavior will not be tolerated. You know the difference between appropriate and inappropriate behavior. Make good decisions.
- Be Responsible
- This includes being present and on time, handing in assignments on time, preparing for exams, and being accountable for academic work and social interaction.
- Hall Passes
- Please take care of personal business before school, during passing periods, during lunch, or after school. Bathroom passes are only to be used during class time if it is an emergency.
- Only one student can be gone from the room at a time. It is important that you are considerate to your peers and take care of business quickly.
- To ensure a speedy return, please leave your phone in place of the hall pass.
Students who do not comply with classroom policies will receive:
- Warning (verbal or non-verbal)
- Final warning (verbal or non-verbal) and student/teacher conference
- Call home
- Parent/teacher conference
- Dean referral
I expect great things from you and am here to help you succeed. If we work together, we will learn and have a great school year. Please never hesitate to see me if you need assistance.
Course Outline
This course outline is in no way set in stone. Throughout the year, I may change (cut, rearrange, and/or add to) this outline.
Quarter 1- Foundations, Introduction to Poetry, and Writing (Narrative Essay/College Essay)
- Week 1: About you, me, the course, and the AP exam
- Week 2: How to be a critical reader and writer
- Week 2-4: Summer Reading (In the Time of the Butterflies)
- Week 4: Introduction to Poetry (Poetry will be studied throughout the course)
- Literary Terms Assignment
- Week 5-8: Theme, meaning, dramatic structure, tone, imagery, figurative language, symbols, irony, and sound devices
- Weeks 9-14: Jane Eyre- Charlotte Bronte
- Weeks 3-10: Writing
- The writing process
- Essay structure
- Simplicity and Clutter
- Write the college essay
- AP Writing Prompt Practice
- Week 15: History of Drama
- Week 16: Oedipus Rex- Sophocles
- Week 17-21: Hamlet- William Shakespeare
- Weeks 11-20: Writing
- Argument Essay (Hamlet)
- AP Writing Prompt Practice
- Week 21-27: Crime and Punishment- Fyodor Dostoevsky (W29- Spring Break)
- Week 28-29: Writing
- Research Paper
- AP Writing Prompt Practice
- Week 30-32: As I Lay Dying by William Faulkner (AILD)tbd
- Week 33: AP MC and Q1 (2 & 3 ITP) Review and Practice
- Week 34-35 (AP testing): Short stories
- Week 36 (Senior finals)
- How to read any text assignment
- Final reflection on writing, reading, learning experience
- Week 37 (Graduation- seniors no longer attend school)
- Week 37-39 (for non-seniors): Literature circles TBD