Warwick School District

Curriculum❯AP Literature and Composition

AP Literature and Composition

Grade Levels: 12 |

Course Description

Prerequisite: A- or better in Honors English 11 or A in College Prep English 11 along with recommendation of eleventh grade English teacher and a willingness to read and write extensively and independently.

A rigorous course of thinking, reading, and writing, AP English 12 will develop a student's understanding and appreciation of language and literature. Students will critically analyze and discuss challenging works from Western culture, particularly British literature. Students must bring to this class a working knowledge of American literature from their junior year for the purpose of extension and comparison.  Vital to success in the course is students' ability to read a text closely, analyze the text, and interpret it with a global perspective.  Students will also write extensively on a variety of literary themes and will periodically assess their own development. The curriculum also includes outside readings and a fully documented research paper on a literary topic. After taking Honors English 11 and AP English 12, students should be prepared to take the Advanced Placement Test in English and are encouraged to do so. A student interested in this course should be a highly-motivated, active reader and a skilled analytical writer.

Core Curriculum Content Standards

PA Common Core: English Language Arts (2013)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.(1.2.11-12.A)
      • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.(1.2.11-12.B)
      • Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.(1.2.11-12.C)
      • Evaluate how an author’s point of view or purpose shapes the content and style of a text.(1.2.11-12.D)
      • Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.(1.2.11-12.E)
      • Evaluate how words and phrases shape meaning and tone in texts.(1.2.11-12.F)
      • Analyze seminal texts based upon reasoning, premises, purposes, and arguments.(1.2.11-12.H)
      • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.2.11-12.J)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.(1.2.11-12.K)
      • Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.(1.2.11-12.L)

  • Reading Literature: Students read and respond to works of literature - with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama.(1.3.11-12.A)
      • Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.(1.3.11-12.B)
      • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs.(1.3.11-12.C)
      • Evaluate how an author’s point of view or purpose shapes the content and style of a text.(1.3.11-12.D)
      • Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole.(1.3.11-12.E)
      • Evaluate how words and phrases shape meaning and tone in texts.(1.3.11-12.F)
      • Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)(1.3.11-12.G)
      • Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.(1.3.11-12.H)
      • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibly from a range of strategies and tools.(1.3.11-12.I)
      • Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(1.3.11-12.J)
      • Read and comprehend literary fiction on grade level, reading independently and proficiently.(1.3.11-12.K)

  • Writing: Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

    • GRADES 11-12

      • Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.(1.4.11-12.A)
      • Write with a sharp distinct focus identifying topic, task, and audience.(1.4.11-12.B)
      • Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.(1.4.11-12.C)
      • Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.(1.4.11-12.D)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.11-12.E)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.F)
      • Write arguments to support claims in an analysis of substantive topics.(1.4.11-12.G)
      • Write with a sharp distinct focus identifying topic, task, and audience.-Introduce the precise, knowledgeable claim.(1.4.11-12.H)
      • Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.(1.4.11-12.I)
      • Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.(1.4.11-12.J)
      • Write with an awareness of the stylistic aspects of composition.-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.-Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.-Establish and maintain a formal style.(1.4.11-12.K)
      • Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.(1.4.11-12.L)
      • Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.(1.4.11-12.S)
      • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.(1.4.11-12.T)
      • Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.(1.4.11-12.U)
      • Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(1.4.11-12.V)
      • Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.(1.4.11-12.W)
      • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.(1.4.11-12.X)

  • Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

    • GRADES 11-12

      • Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.(1.5.11-12.A)
      • Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.(1.5.11-12.D)
      • Adapt speech to a variety of contexts and tasks.(1.5.11-12.F)
      • Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.(1.5.11-12.G)

Units

Unit #1 - AP Test Practice and Preparation

Unit #2 - Vocabulary

Unit #3 - Expository and Argumentative Writing

Unit #4 - Literary Analysis: Fiction

Unit #5 - Supplemental Readings

Unit #6 - Researched Writing: The Term Paper

Unit #7 - Literary Time Period Readings

Unit #8 - Literary Analysis: Drama

Course Resources

Unit 1
AP Test Practice and Preparation
Resources:

Released items from the College Board

Unit 2
Vocabulary

Resources:
Words identified from the College Board released items

Unit 3
Expository and Argumentative Writing

Resources:
The Lively Art of Writing
Elements of Style

Unit 4
Literary Analysis: Fiction

Resources:
Required:
The Stranger
Heart of Darkness
Lord of the Flies
Great Expectations

Optional (pick at least one):
Tale of Two Cities
Frankenstein
Waiting for the Barbarians
The Painted Veil
Other works from the recommended AP College Board list

Unit 5
Supplemental Readings

Resources:
Optional supplemental readings to be integrated in literary units:
"Allegory of Cave" by Plato
"Apology of Socrates" by Plato
"The Ring of Gyges" by Plato
selected excerpts from Montaigne and Erasmus
The Ecclesiastical History of the English People
Excerpts from Aristotle's Poetics
Excerpts from Pepys' Diary
Works of Alexander Pope
"On Knocking at the Gate in MacBeth" by Thomas De Quincey
"The Hollow Men" by T.S. Eliot
"An Image of Africa: Racism in Conrad's Heart of Darkness" by Chinua Achebe
"Absurdity and Suicide" by Albert Camus
"The Value of Philosophy" by Bertrand Russell
The Declaration of Independence
"The Myth of Sisyphus"
"Prometheus Bound"
"Oedipus Rex"

Unit 6
Researched Writing: The Term Paper

Resources:
MLA Style Guide
model research papers

Unit 7
Literary Time Period Readings

Resources:
Readings from the anthology England in Literature

Anglo-Saxons (required: Beowulf)
Medieval (required: selections from Canterbury Tales)
Renaissance poetry
Age of Reason (required: "Modest Proposal" and "The Education of Women")
Romantics (required: "A Vindication of the Rights of Woman" and poetry by Blake, Wordsworth, Coleridge, Byron, Shelley, Keats)

Unit 8
Literary Analysis: Drama

Resources:
Hamlet
Macbeth
A Doll House