ADVANCED PLACEMENT (AP)

LITERATURE AND COMPOSITION

Course 101322-101312

Eric Larew 

COURSE DESCRIPTION

            The English department offers Advanced Placement Literature and Composition as a two-semester course designed for students who will work at an accelerated pace and accept an advanced course of study.  If students score well on the AP test in the spring, they may receive college credit, and this course will supply them with a rigorous learning experience that will not only prepare them for the AP test but also provide a college-level literature background from which the student will benefit. 

             The course will focus on both breadth and depth of reading.  Students will read a wide variety of texts that have shaped Western culture.  They will also demonstrate their depth of understanding through writing and speaking in a number of activities, all of which the instructor will use as part of individual assessment.  The course will demand close reading, precise and plentiful writing, active discussion and attentive listening.

            Students taking the course should either have successfully completed AP Language and Composition as a junior or receive approval from previous English faculty or have taken similarly rigorous courses at another secondary school.  The instructor recommends that all students in AP Literature and Composition take the AP exam in the spring unless individual circumstances dictate otherwise.

COURSE OBJECTIVES

A.     The student will benefit from a wide reading requirement, including texts known as the foundation of Western culture.

  B.     The student will read each text closely, paying close attention to detail and drawing conclusions about literary devices used by each author.

  C.     The student will write several in-depth critical analysis papers requiring the student to make assertions about literary devices and to support those assertions with evidence from the texts read.

  D.     The student will prepare for class daily and provide evidence of that preparation through discussion, journal writing, in-class quizzes, and a variety of other means of assessment.

  E.      The student will contribute to an overall class atmosphere of literary scholarship and exploration. 

  F.      The student will prepare for the AP exam in the spring through a range of preparatory activities.

 COURSE MATERIALS

The student may choose to individually purchase some texts to allow for marking/highlighting in the text .

Required texts

The Epic of Gilgamesh

Job

Genesis (excerpts)

Leviticus (excerpts)

Code of Hammurabi (excerpt)

Books of Prophecy—student selected

Psalms (excerpts)

Plato’s Apology

Plato’s Crito

Plato’s Phaedo (excerpt)

Aristotle’s Poetics (excerpts)

Aristophanes’s Lysistrata

Aeschylus’s Prometheus Bound or Euripedes’s Medea

Vergil’s The Aeneid (excerpts)

St. Paul’s Letter to the Romans

Matthew, Mark, Luke, John (excerpts)

Gospel of Mary

Revelation

Beowulf

Chaucer’s The Canterbury Tales

Dante’s Inferno

Everyman or More’s Utopia

Shakespeare’s Hamlet

Student Choice Shakespearean Play

Cervantes’s Don Quixote (long excerpt)

Marlowe’s Dr. Faustus

Milton’s Paradise Lost (excerpts)

Montaigne’s Essays (excerpts)

Moliere’s The Misanthrope

Voltaire’s Candide

Rousseau’s The Social Contract

Blake’s Songs of Innocence and Songs of Experience

Melville’s Billy Budd

Goethe’s Faust

Tolstoy’s “How Much Land does a Man Need?”

Conrad’s Heart of Darkness

Ibsen’s The Doll House

Kafka’s The Metamorphosis

Sartre’s “No Exit”

Camus’s The Stranger

Beckett’s Waiting for Godot

Stoppard’s Rosencrantz and Guildenstern are Dead

Joyce’s Portrait of the Artist as a Young Man or Woolfe’s Jacob’s Room

 

During the poetry unit, students will study the following texts as a class:

 

Required Poetry Texts (handouts supplied by instructor)

Marianne Moore’s “Poetry”

T.S. Eliot’s “Love Song of J. Alfred Prufrock”

W.H. Auden’s “Funeral Blues”

                        “Tell Me the Truth About Love”

                        “Musee de Beaux Arts”

Wilfred Owen’s “Dulce Et Decorum Est”

William Wordsworth’s “Composed Upon Westminster Bridge”

  “I Wandered Lonely as a Cloud”

Percy Bysse Shelly’s “Ozymandias”

John  Keats’s “La Belle Dame Sans Merci”

                      “Ode to a Nightingale”

Christopher Smart’s “Jubliate Agno”

Adrienne Rich’s  “In Those Years” and “For the Record”

Denise Levertov’s  “Settling” and “Tragic Error”

Seamus Heaney’s  “Death of a Naturalist”;  “Personal Helicon”; “Blackberry Picking”

Louise Gluck’s  “Mock Orange” and “Cottonmouth Country”

Allen Ginsberg’s  “Supermarket in California”;“Do the Meditation Rock”;“When I Died”

Sylvia Plath’s “Mad Girl’s Love Song”

Dylan Thomas’s “Do Not Go Gentle Into that Good Night”

Theodore Roethke’s “The Waking”

Elizabeth Bishop’s “One Art”

                               “Sestina”

                               “A Visit to St. Elizabeth’s”

Andrew Marvell’s “To His Coy Mistress”

Robert Browning’s “My Last Duchess”

Charles Swinburne’s “Sestina”

Ezra Pound’s “Sestina Altaforte”

Anthony Hecht’s   “Yolek’s Book” and “Season d’Inverno”

George Draper’s “Rink Keeper’s Sestina”

W.S. Merwin’s  “Lament for the Makers”

William Dunbar’s “Lament for the Makeris”

Samuel Taylor Coleridge’s “Kubla Khan”

Charles Baudelaire’s “Invitation to a Voyage”

Arthur Rimbaud’s “The Drunken Boat”

Paul Verlaine’s “Chanson de Les Ingenues”

Stephan Mallarme’s “The Tomb of Edgar Allen Poe”

Rainer  Rilke’s “Torso of Achilles”

William Butler Yeats’s “The Coat”

                                      “Isle of Innis Free”

E.E. Cummings “Since Feeling is First”

C.F. Cavafy’s  “Waiting for the Barbarians”

Pablo Neruda’s “Poetry”

 

The summer prior to taking the course, students must read at least three contemporary novels from the following list.  Students may check out copies from the English department office or find copies on their own.

 

                                    Summer Reading List

All Quiet on the Western Front—Erich Maria Remarque

A Thousand Acres—Jane Smiley

Cat’s Cradle—Kurt Vonnegut, Jr.

Fahrenheit 451—Ray Bradbury

The Old Man and the Sea—Ernest Hemingway

I Know Why the Caged Bird Sings—Maya Angelou

In Cold Blood—Truman Capote

Johnny Got His Gun—Dalton Trumbo

The Natural—Bernard Malamud

Ordinary People—Judith Guest

Shoeless Joe—W.P. Kinsella

Siddhartha—Herman Hesse

 

 

Films

Hamlet (1996 version; directed by Kenneth Branagh)

Rosencrantz and Guildenstern are Dead (1990; directed by Thomas Stoppard)

 

Supplemental Texts

Adventures in English Literature (Harcourt, Brace, Jovanovich)

An Introduction to the Humanities (Scott Foresman)

World Literature (Holt, Rinehart and Winston)


Websites

The following websites help with a variety of planning/instruction issues for both instructor and students:

http://www.iowaapacademy.org/

http://apcentral.collegeboard.com

 http://www.perseus.tufts.edu/ 

http://classics.mit.edu/index.html

 http://andromeda.rutgers.edu/~jlynch/Lit/

 http://cwolf.uaa.alaska.edu/~afdtk/ect_main.htm

 http://dante.ilt.columbia.edu/new/index.html

 http://www.tonykline.free-online.co.uk/

 http://digital.library.upenn.edu/books/

 http://onlinebooks.library.upenn.edu/webbin/book/maketitlepage

 http://www.literature.org/authors/

 http://books.guardian.co.uk/links/sites_for_enthusiasts/online_texts/front/0,6135,96411,00.html

 http://etext.lib.virginia.edu/eng-on.html

http://www.ipl.org/div/books/

 http://eserver.org/

 http://mason-west.com/MasterWorks/index.shtml

  http://www.mala.bc.ca/~mcneil/sitemenu.htm

 http://www.bartleby.com/

 http://promo.net/pg/index.html

 http://eserver.org/

 Literature Online:

http://ww2.lafayette.edu/~library/guides/lion.html

Annotations:

 http://mchip00.med.nyu.edu/lit-med/lit-med-db/descrips.html

 Bib Builder

 http://www.uwec.edu/jerzdg/orr/articles/research/bib/

 Beowulf--

http://etext.lib.virginia.edu/toc/modeng/public/AnoBeow.html

 www.bibliomania.com

 <http://www.bluerider.com/english/index.htm> - Old English, Middle English & King James version of a passage from the Bible

 <http://web.ukonline.co.uk/nigel.battysmith/font.htm> - font example

 <http://www.georgetown.edu/labyrinth/library/oe/texts/a4.1.html> - Beowulf in Old English

 Gilgamesh—

http://www.greatdreams.com/gil1.htm

 http://www.backflip.com/members/tonkteacher/11294552

 http://gilgamesh.psnc.pl/

 Dante--

 http://dante.ilt.columbia.edu/

 Campbell’s Hero’s Journey—

www.mcli.dist.maricopa.edu/smc/journey/

 Decameron

 http://www.brown.edu/Departments/Italian_Studies/dweb/dweb.shtml

 Chaucer

 http://www.siue.edu/CHAUCER/

 http://www.siue.edu/CHAUCER/prol.html

 http://www.hti.umich.edu/cgi/c/cme/cme-idx?type=HTML&rgn=DIV1&byte=16272279

 http://www.unc.edu/depts/chaucer/chtexts.htm

 http://ets.umdl.umich.edu/m/med/

 Caedmon’s Hymn:

http://www.westga.edu/~stu12957/ling.html

Montaigne

 http://www.orst.edu/instruct/phl302/philosophers/montaigne.html

 www.poets.org

 Faust:

 http://people.clemson.edu/~pammack/lec202/goethe.htm

 http://www.wsu.edu:8080/~brians/hum_303/faust.html

 http://webpages.shepherd.edu/maustin/engl209/Goethe.doc

 http://www.bju.edu/events/finearts/cod/opera/smartguides/faust.pdf

  Marlowe:

 http://www.ukc.ac.uk/secl/german/ge501l4.htm

 Federalist Papers

 http://www.law.ou.edu/hist/federalist/

 http://www.thirteen.org/federalist/

 Candide

 http://icg.harvard.edu/~laa72/map_museum/

 Blake:

 http://homepage.mac.com/richardrecord/Blake/

 Heart of Darkness:

 http://www.lesmurdie.wa.edu.au/info/library/english.htm

 http://www.marketgems.com/heartofdarkness/

 http://www.msu.edu/user/rozemaro/quest/home.htm

 http://www.webenglishteacher.com/conrad.html

 http://www.cwrl.utexas.edu/~benjamin/316kfall/316kunit3/studentprojects/conrad/

conrad.html

 http://english.unitecnology.ac.nz/resources/units/apocalypse/home.html

 Kafka’s Metamorphosis:

 http://www.auburn.edu/~mitrege/eh221/study-guides/kafka.html

 http://www.ifilm.com/filmdetail?ifilmid=589900&cch=

 http://www.kafka.org/verwissue.htm

 http://www.roanoke.edu/staff/hardwig/FRANZ%20KAFKA'S%20METAMORPHOSIS.htm

 http://www.herzogbr.net/kafka/kafka-comics.htm

 http://www.auburn.edu/~mitrege/eh221/study-guides/kafka.html

 http://www.pitt.edu/~kafka/seaver.html

 http://school.discovery.com/lessonplans/lit.html

 http://geocities.com/x97moiles/readerresponse.html

 http://nweb.pct.edu/homepage/staff/evavra/Enl121/Novels/N_Metamorphosis.htm

 http://www.online-literature.com/forums/viewtopic.php?t=597&view=previous

 http://www.knowledgecast.net/williams/williamsclub/metamorphosis.htm

 http://www.knowledgecast.net/williams/williamsclub/

 http://iws.ccccd.edu/kennedy/studyguides/Kafka%20Study%20Questions.pdf

 Freudian approach:

 http://www.geocities.com/avellyne/metamorph.html

 Existentialism:

 http://www.tameri.com/csw/exist/

 Godot:

 http://www.mala.bc.ca/www/ipp/godot.htm

 POETRY:

 Villanelles:

 http://www.uni.edu/english/craft/villanelle.html

 http://www.writing-world.com/poetry/villanelle.html

 http://library.thinkquest.org/3721/poems/forms/villa.html

 http://www.public.asu.edu/~aarios/formsofverse/reports2000/page8.html

 http://www.baymoon.com/~ariadne/form/villanelle.htm

 http://www.cs.rice.edu/~ssiyer/minstrels/poems/677.htmlmay

 Sestinas:

 http://www.public.asu.edu/~aarios/formsofverse/reports2000/page9.html

 http://www.geocities.com/Paris/Villa/8287/sestina.htm

 http://www.uni.edu/english/craft/sestina.html

 http://www.english.upenn.edu/~afilreis/88/sestina.html

 http://library.thinkquest.org/3721/poems/forms/sestina.html?tqskip1=1&tqtime=0328

 Ezra Pound:

http://unix.cc.wmich.edu/~cooneys/poems/Pound.altaf.html

 Various forms:

 http://www.baymoon.com/~ariadne/alpha.htm

 http://library.thinkquest.org/3721/poems/forms/learn.html?tqskip1=1&tqtime=0328

  General Poetry:

 http://www.english.upenn.edu/~afilreis/88/home.html

 http://www.prufrock.org/poem/fulltext.html

http://unix.cc.wmich.edu/~cooneys/poems/index.html

 http://www.poets.org/

 www.pw.org

  http://www.english.uiuc.edu/maps/index.htm

 http://www.tnellen.com/cybereng/poetry/index.html

 Poetry Criticism

 http://eir.library.utoronto.ca/rpo/display_rpo/indexcriticism.cfm

 Symbolist poetry

 http://www.hardy.free-online.co.uk/stonehorse/authors.htm

 http://www.wellesley.edu/French/Homepage215/Poems/Invitation_au_voyage/invitation_au_voyage.html

 http://www.poetes.com/baud/

 http://www.english.eku.edu/Pellegrino/worldpoetry/

 (Symbolist art)

 http://www.dracoblu.com/symbolistshow.html

 Baudelaire

 http://www.geocities.com/Paris/Metro/1301/

COURSE SUMMARY

 COURSE OUTLINE (brief):

Unit One:  Contemporary Novels

Unit Two:  Literature of Antiquity

Unit Three:  Greco-Roman Literature

Unit Four:  Medieval Literature

Unit Five:  Literature of The Renaissance/Reformation

Unit Six:  Literature of The Enlightenment

Unit Seven:  Literature of Romanticism

Unit Eight:  Modern and Post-Modern Literature

Unit Nine:  Poetry—An Overview

Unit Ten:  Review for AP exam and Final Projects

 

EVALUATION:

Evaluation for this course will consist of daily preparation and major assessments.  Daily preparation will not receive a letter grade but will fit into the rubric (see separate page) for summative evaluation at quarter and semester.  Major assessments will receive either a letter grade or a score of 0-9 using the AP general scoring rubric for Essays (see separate page).  At both quarter and semester, the instructor will average major assessments and then include daily preparation in the quarter and semester grade.  The course will also require periodic student self-assessments and evaluations of the course and materials.

 

HONORS CREDIT:

Students taking AP courses receive honors credit.

 

LATE CREDIT:

The instructor will not accept late papers for this course.

 

EXTRA CREDIT:

The instructor will not offer extra credit within this course.

 

COURSE OUTLINE (detailed)

 

Unit One:  Contemporary Novels

Approximate length:  three weeks

UNIT OBJECTIVES:  to actively involve students in learning

                                     to practice analytical techniques used throughout the course

                                     to review reading done over the summer

                                     to introduce students to novels they have not read

 ASSIGNMENTS:  Literary Critique paper

                               Literary Circle small group work

                               Teaching presentation

                               Marking of poetry/short story

                               Philosopher research

                               Daily preparation/participation

 LESSON PLANS/ACTIVITIES:

Day One:  Introduction to course (see separate sheet)

                                         Explain contemporary reading assignments/reading check

                                         Survey of literary scholarship

Day Two:  Overview of three lit assignments:  give individual assignments for the

critique (see separate sheet), the literary circle and teaching presentations (see separate sheet).

Day Three:  Literary Circle (Phase I) (see separate sheet)

Day Four:  Lit Circle (Phase II) (see separate sheet)

Day Five:  Active reading (see separate sheet): 

examples—Kate Chopin’s “Story of an Hour” 

                                    Danny Santiago’s “The Somebody”

                                                (see separate sheets)

                                          Each student read/mark/write discussion questions

Day Six:  Discussion—“The Somebody”

Day Seven:  Close reading:  poetry (see separate sheet)

examples—W.H. Auden’s “Tell Me the Truth About Love” and “Funeral Blues”

                                                            (see separate sheets)

                                             Assign poems for small group discussion

                                                from Adventures in English Literature (see separate sheet)

Day Eight:  small group discussion--poetry

Day Nine:  assign philosophy research (see separate sheets)

      finish small groups

Days Ten through Fifteen:  teaching presentations

Day Sixteen:  Assertion Quiz—contemporary novels (see separate sheet)

Day Seventeen:  “Transition” Day

                                     AP strategies—Power Point presentation

                                    Assign: from An Introduction to the Humanities pp.2-17

                                    Discuss note-taking strategies (see separate sheet)

MATERIALS:  Handouts

                          Classroom copies of contemporary novels as needed

                          Supplemental texts:  Adventures in English Literature

                                                            An Introduction to the Humanities

 EVALUATION:  Major Evaluations—Literary Critique

                                                               Teaching Presentations

                             Daily Preparation and Participation

 
Unit Two:  Literature of Antiquity

Approximate length:  Two weeks

 UNIT OBJECTIVES:  to introduce the Western tradition of literature

                                     to examine influential texts of ancient times

                                     to compare various cultures of ancient times

 ASSIGNMENTS:  Reading/note-taking

                               Literary Analysis paper

                               Daily participation

 LESSON PLANS/ACTIVITIES:

Day One:  Notes—the Western tradition

Assign:  find a myth from Ovid’s Metamorphosis (available online)

            (see separate sheet)

                        Discuss student notes from An Introduction to the Humanities

                        Distribute The Epic of Gilgamesh and

Adventure Writing handout (see separate sheet)

Assign research—Joseph Campbell website (see separate sheet)

http://www.mcli.dist.maricopa.edu/smc/journey/

Begin reading Gilgamesh accompanied by audiotape

                        Sections 1-2 due for Day Two

Day Two:  Discuss Gilgamesh

                        Read Sections 3-4 due for Day Three

Day Three:  Discuss Gilgamesh

                        Finish the Epic for Day Four

Day Four:  Discuss end of Gilgamesh

                        Quiz

                        Assign:  Book of Job

                        Begin sharing myths

Day Five:  finish sharing myths

Day Six:  Discuss Book of Job

                        Distribute Elie Wiesel commentary (see separate sheets)

Day Seven:  discuss Wiesel essay

Analyze characters/style of Job

  Day Eight:  Genesis in One Day—Power Point presentation

                        J, E, P, D, R texts

                   Assign Psalm to analyze as poetry (see separate sheets)

                   Assign prophetic literature—read one book of prophecy by Day Ten

Day Nine:  Psalm analysis in small groups

Day Ten:  Analyze/discuss Leviticus vs. The Code of Hammurabbi

(from Introduction to the Humanities)

Day Eleven:  Analyze Book of Prophecy

                      Read selection aloud assuming the prophets persona

                      Introduce theme analysis paper (see separate sheet)

MATERIALS:  The Epic of Gilgamesh

                          Handouts

                          The Holy Bible (students use own copies or instructor will supply)

                          An Introduction to the Humanities (classroom set)

 EVALUATION:  Major assessment:  Literary Analysis paper

                             Daily preparation and participation

 

Unit Three:  Greco-Roman Literature

Approximate length:  three weeks

 UNIT OBJECTIVES:  to explore the secular foundations of Western literature

                                     to explore religious foundations of Western literature

                                     to understand Greek influence on Roman and all Western lit

 ASSIGNMENTS:  Reading/note-taking

                               In-class essay-writing

                               Daily participation

 LESSON PLANS/ACTIVITIES: 

Day One:  Read precis of Greco-Roman philosophy

                 Distribute The Death of Socrates text

                 Assign Plato's Apology for Day Two

Day Two:  Discuss Apology

                 Assign Plato's Crito for Day Three

Day Three:  Discuss Crito

                  Assign excerpts from Plato's Phaedo for Day Four

                  Prepare for a practice AP essay

Day Four:  Practice AP essay (see separate sheet)

                 Assign excerpt from Aristotle's Poetics (see separate sheets)

Day Five:  Review AP writing tips

                 Overview--Greek drama

                 Discuss Aristotle's theories of Tragedy

                 Assign Greek tragedy:  Aeschylus's Prometheus Bound or Euripides's Medea                                   (student choice)--finish independently by Day Eight

Day Six:  Distribute Lysistrata and footnotes (see separate sheet)

Begin reading Lysistrata aloud (speaking parts assigned + chorus)

Day Seven:  continue Lysistrata

Day Eight:  answer questions/discussion

                  worksheet:  Greek tragedy and comedy (see separate sheet)

Day Nine:  Roman literature background

                 Distribute Vergil's Aeneid

                 Assign excerpts for Day Ten

Day Ten:  discuss The Aeneid

                Extend reading for Day 11

Day Eleven:  Journal reactions:  The Aeneid

                    power point presentation:  Greek scripture

                        Assign The Apocalypse of John for Day 13

                    begin with The Book of Romans         

                        discuss structure/theme

Day Twelve:  conclude discussion over Romans

                      class study:  Matthew 5-7--discuss persuasive techniques

                      read aloud The Gospel of Mary (see separate sheet)

                      analysis of excerpts from Gospels (see separate sheet)

Day Thirteen:  Apocalypse of John (Book of Revelation) due

                        discuss symbolism/style

                        Assign find visual representations for Day 14

                        Assign midterm self-evaluation

Day Fourteen:  visual representations due

                        practice AP multiple choice (transition day--see separate sheets)

 MATERIALS:  School-supplied texts:  The Death of Socrates

                                                                The Aeneid

                                                                Prometheus Bound

                                                                Medea

                                                                Lysistrata

                        The Holy Bible (students use own copies or instructor will supply)

                        Handouts

 

EVALUATION:  Daily preparation/participation

 

Unit Four:  Medieval Literature

Approximate length:  five weeks

 UNIT OBJECTIVES:  to study the merging of religion and literature in Medieval time

                                     To compare genres of Medieval works

 ASSIGNMENTS:  Reading/note-taking

                               Annotating medieval literature

                               In-class AP-style essay exams

                               Daily participation

LESSON PLANS/ACTIVITIES:

Day One:  Review Medieval philosophies

                 Explore Old English—“Caedmon’s Hymn”

 < http://www.westga.edu/~stu12957/ling.html>

     Handout “English and its History” (see separate sheet)

                 Distribute Beowulf—read first section aloud;

assign ten sections (to p. 45) for Day 2

Day Two:  quiz (see separate sheet)

                 Discuss quiz

                 Assign next twenty sections (up to p. 90)

Day Three:  Discuss Beowulf

                    Introduce annotation assignment (see separate sheet)

                    Assign finish book + choose section to annotate

Day Four:  Reading Log—Beowulf

                  Distribute and begin reading criticism:  JRR Tolkien and Thundy

                                                                                    (see separate sheets)

Day Five:  chart—agree and disagree with Tolkien and Thundy

            Read chapter of John Gardner’s Grendel aloud (see separate sheets)

            Assign biographical research over Dante for Day Six

Day Six:  Begin Dante’s Inferno

                Share research

                Explore terza rima

                Begin Canto I together             

Compare translations (see separate sheets)

Day Seven:  begin student-led discussions (see separate sheet)

                        Cantos II-VI due

Day Eight:  student led discussions—Cantos VII-XI due

Day Nine:  student led discussions—Cantos XII-XVI due

Day Ten:  student led discussions—Cantos XVII-XXI due

Day Eleven:  Cantos XXII-XXVI due

                      Quiz— matching crime and punishment

Day Twelve:  Cantos XXVII-XXXIV due

                        Discuss Inferno as a whole—view Dore pictures on Power Point

Day Thirteen:  prep for AP poetry essay (see separate sheet)

Day Fourteen:  in-class essay—selected Canto from Inferno

Day Fifteen:  begin Chaucer’s Canterbury Tales

                                    Power point presentation

Middle-English/translation <http://www.siue.edu/CHAUCER/prol.html>

                        Begin Prologue—due for Day Sixteen

Day Sixteen:  character profiles from Prologue

                        “Knight’s Tale” due for Day Seventeen

Day Seventeen:  reading log—“Knight’s Tale”

                           Allusions—chart know/don’t know

                           Read aloud inter-textual material

 Day Eighteen:  “Miller’s Tale”, “Reeve’s Tale” and “Cook’s Tale” due

                                    Make connections amongst the tales

                                    Discuss Chaucer’s use of irony

                        “Man of Law’s Tale”, “Shipman’s Tale” and “Prioress’s Tale” due Day 19 

                                    students write AP-style multiple-choice questions to share

Day Nineteen:  “Man of Law’s Tale”, “Shipman’s Tale” and “Prioress’s Tale” due

                                    Students share/discuss questions

Day Twenty:  Chaucer’s 2 tales, “Monk’s Tale” and “Nun’s Priest’s Tale” due

                        Discuss general questions

                        Work on translating Melibee from Middle English using website

http://www.hti.umich.edu/cgi/c/cme/cme-idx?type=HTML&rgn=DIV1&byte=16272279

                (see separate sheet)

Day Twenty-one:  “Pardoner’s Tale” and “Wife of Bath’s Tale” due

                                    Reading log—traits of characters and proof—share on board

Day Twenty-two:  reading day—remaining tales

Day Twenty-three:  discuss and essay prep—the “open” essay

Day Twenty-four:  “open” essay—one Tale (see separate sheet)

Day Twenty-five:  Everyman or Utopia excerpt due—group share reactions

 MATERIALS: school-supplied texts:  Beowulf

                          Inferno

                          Canterbury Tales

                          Utopia

                          Everyman

                          Handouts

 EVALUATION:  Major assessments:  Beowulf annotation

                                                              Canterbury Tales in-class essay

                                                              Dante in-class essay

                                                              Daily preparation/participation

 

Unit Five:  Literature of the Renaissance and Reformation

Approximate length:  five weeks 

 UNIT OBJECTIVES:  to see separation of church and state in literature

                                     to see Reformation attempts at revising theology in literature

                                     to study Shakespeare as a major factor in the Western canon

 ASSIGNMENTS:  Reading/note-taking

                               Literary analysis essay—works of Shakespeare

                               Daily participation

 LESSON PLANS/ACTIVITIES:

Day One:  Philosophy of the Renaissance

                Introduction to Hamlet

                distribute Hamlet

                introduce outside study of student-chosen Shakespeare play (see separate sheet)

Day Two:  begin Branagh video version of Hamlet

                view script on computer while watching video version                                                                         <www.shakespeare.com>

Days Three - Seven:  discuss/ continue video/reading outside class

Day Eight:  finish video--discuss literary analysis assignment

 (see separate sheet)

Day Nine:  Paper conferencing/writing day

Day Ten:  John Donne--packet/audio tape (see separate sheets)

                read/analyze/discuss

Day Eleven:  AP multiple choice practice

                        three packets--lg grp/sm grp/individual study

Day Twelve:  semester review

Day Thirteen:  semester exam (see separate sheets)

                      assign research Cervantes

                      begin reading Don Quixote (Chapters 1-13)  for Day 14

Day Fourteen:  discuss Don Quixote

                        overview/share research

                        read handout--excerpt from Gargantua and Pantagruel by Rabelais

                        assign reading journal for Don Quixote--Chapters 14-17

Day Fifteen:  Don Quixote reading log due

                    begin Marlowe's Dr. Faustus aloud in class

Day Sixteen:  Don Quixote Chapters 18-20 reading log due

                     continue Faustus

Day Seventeen:  Don Quixote reading log Chapters 21-23 due

                         continue Faustus

Day Eighteen:  Don Quixote reading log for Chapters 24-26 due

                       finish Faustus

                       assign Duranni article (see separate sheets) for Day 19

                       assign final four chapters of, final reading log for Don Quixote due Day 20

 Day Nineteen:  discuss Duranni article

                        distribute introduction to  Paradise Lost--overview

Day Twenty:  discuss end of Don Quixote conclusion

                      begin reading Paradise Lost Book I

Day Twenty-one:  discuss Paradise Lost Book I

                             begin Book II, due Day 22

Day Twenty-two: Paradise Lost Book II due

                            Quiz (see separate sheet)

                            Assign final excerpts from Paradise Lost

Day Twenty-three:  discuss Paradise Lost as a whole

 MATERIALS:  School-supplied texts--Hamlet

                                                               Don Quixote

                                       The Tragedy of Dr. Faustus

  Handouts (including Paradise Lost excerpts)

EVALUATION:  Major assessments—Literary analysis essay--works of Shakespeare

                                                                Semester exam

                             Daily preparation/participation

 

Unit Six:  Literature of the Enlightenment

Approximate length: three weeks

 UNIT OBJECTIVES:  to see the effect of scientific advancements upon literature

                                     to study the effect of democratization upon literature

                                     to compare styles and themes to previous literature

 ASSIGNMENTS:  Reading/note-taking

                               Daily participation

 LESSON PLANS/ACTIVITIES:

Day One:  philosophy of The Enlightenment

                overview of time period

                distribute Montaigne's Essays

                        read one essay together

                        assign excerpts for Day 5

Day Two:  begin The Misanthrope aloud in class

Day Three:  continue The Misanthrope

Day Four:  conclude The Misanthrope

                  put character sketches on the board as a class

Day Five:  put label/archtype for each character from The Misanthrope

                discuss Montaigne's Essays  

                assign finding excerpts from Montaigne that relate to characters from Moliere

                introduce and explain literary analysis essay (see separate sheet)

 Day Six:  discuss Montaigne/Moliere connections

               transition to Voltaire's Candide--begin reading aloud

               assign Chapters 1-12 of Candide for Day 7

Day Seven:  discuss Candide--give additional notes/background

                   assign Chapters 13-22 for Day 8

Day Eight::  map Candide's travels

                  assign Chapter 23-end of novel for Day 9

                  distribute and assign Candide article

Day Nine:  Quiz--ten symbolic characters from Candide (see separate sheet)

Day Ten:  discuss Candide quiz/article

                introduction to Rousseau

                assign The Social Contract Book I for Day 11

Day Eleven:  discuss The Social Contract

                    assign Book II for Day 12

Day Twelve:  make a social contract for the 21st century

                     assign Book III for Day 13

Day Thirteen:  worksheet of terms from The Social Contract (see separate sheet)

MATERIALS:  School-supplied texts—Essays

                                                                 The Misanthrope

                                                                 Candide

                                                                 The Social Contract

                          Handouts

 EVALUATION:  Major assessment—Literary Analysis essay

     Daily preparation/participation 

Unit Seven:  Literature of Romanticism

Approximate length:  two weeks

 UNIT OBJECTIVES:  to see the effects individualism upon Western literature

                                     to compare Romanticism to earlier and later movements

 ASSIGNMENTS:  Reading/note-taking

                               AP-style essay exam

                               Daily participation

LESSON PLANS/ACTIVITIES: 

Day One:  The Philosophy of Romanticism

                overview, including Romantic poets/Austen--Power Point presentation

                assign--Blake's Songs of Innocence and Songs of Experience for Day 3

Day Two:  Blake Power Point presentation--show website

                 reading time with plates on website

  Day Three:  discussion of Songs of Innocence and Songs of Experience

                        each student choose a poem to read aloud/analyze

                   distribute Billy Budd

                   assign Chapters 1-4 and reading log for Day 4

Day Four:  Billy Budd reactions

                 assign Chapters 5-16  and reading log for Day 5

                 begin Faust by Goethe

Day Five:  reading logs due/brief discussion of Billy Budd

                assign Billy Budd Chapters 17-21 and reading log for Day 6

                continue Faust

Day Six:  assign finish Billy Budd  and overall reading log for Day 7

               continue Faust

Day Seven:  discuss end of Billy Budd/novella as a whole

                    continue Faust outside of class

Day Eight:  discuss Faust/questions/clarifications

                  read aloud

                  assign completion of Faust for Day 9

Day Nine:  discuss end of Faust

                  Power Point presentation:  "Making Sense of Faust"

                        including summary of Faust           

                 describe essay exam on Day 10

Day Ten:  in-class essay over Romanticism (see separate sheet)

 MATERIALS:  School-supplied texts:  Songs of Innocence and Experience

                                                                Billy Budd

                                                                Faust

                          Handouts

 

EVALUATION:  Major assessment—In-class AP-style essay exam

                                                              Daily preparation/participation

 
Unit Eight:  Modern and Post-Modern Literature

Approximate length:  four weeks

 UNIT OBJECTIVES:  to see the effects of humanist philosophies upon Western lit

                                     to compare Modern and Post-Modern lit to earlier literature

 ASSIGNMENTS:  Reading/note-taking

                               Literary analysis essay

                               Daily participation

 LESSON PLANS/ACTIVITIES:

Day One:  Modern philosophy

                Overview modernism/nihilism vs. realism

                assign short story "How Much Land Does a Man Need" by Leo Tolstoy

                        from World Literature text

Day Two:  discuss Tolstoy story/themes relevant to modernism

                 distribute Heart of Darkness by Joseph Conrad

                 distribute “The Art of Darkness” article as intro (see separate sheet)

                 assign up to page 102 of Heart of Darkness

Day Three:  discuss Heart of Darkness

                   assign up to page 133 and reading log for Day 4

                   begin reading Ibsen's A Doll’s House aloud in class

Day Four:  reading logs due/ discuss as needed

                 assign finishing Heart of Darkness and overall reading log for Day 5

                 continute A Doll’s House

Day Five:  discuss Heart of Darkness

                 distribute Chinua Achebe's article (see separate sheet)

                        read and discuss in class

Day Six:  continue A Doll’s House aloud

               assign finishing A Doll’s House and finding 5-10 significant quotes

Day Seven:  discuss A Doll’s House quotes

                   Distribute handout--Kafka background (see separate sheet)

                   distribute and begin Kafka's The Metamorphosis

                   assign first half of Metamorphosis for Day 8

Day Eight:  worksheet--Metamorphosis

                  explain reading log to do as email for Day 9

Day Nine:  briefly discuss Metamorphosis as intro to Post-Modernism

                 intro--existentialism

                 distribute and begin No Exit by Jean-Paul Sartre

Day Ten:  assessment--No Exit (see separate sheet)

                distribute The Stranger by Albert Camus

                assign Chapters 1-3 of Part I for Day 11

Day Eleven:  discuss No Exit assessment

                    discuss beginning of The Stranger/style/theme as relates to Post-Modernism

                    assign Chapters 4-6 of Part I of The Stranger + reading log for Day 12

                    distribute Beckett's Waiting for Godot and begin reading aloud

Day Twelve:  discuss briefly The Stranger

                     assign Chapters 1-3 of Part II of The Stranger and reading logs for Day 13

                     continue Waiting for Godot

Day Thirteen:  discuss The Stranger

                        Assign finishing The Stranger and doing an overall reaction reading log

                       continue Godot

Day Fourteen:   finish Waiting for Godot

                        distribute/explain literary analysis paper for Modernism/Post-Modernism

                                    (see separate sheets)

                        assign online reading log for Waiting for Godot due for Day 16

Day Fifteen:  distribute Rosencrantz and Guildenstern are Dead and Hamlet books

                     brief biography/introduction to Thomas Stoppard

                     begin Stoppard video version of Rosencrantz and Guildenstern are Dead

Day Sixteen:  continue video

 Day Seventeen:  finish video

                         assessment comparing and contrasting Rosencrantz and Guildenstern are                                  Dead to Hamlet

                        assign and explain literary analysis essay (see separate sheet)

 Day Eighteen:  Independent reading—Joyce’s Portrait of the Artist as a Young Man

                                                                        Or Woolf’s Jacob’s Room

Day Nineteen:  Journal responses—Joyce/Woolf

 MATERIALS:  School-supplied texts—Heart of Darkness

                                                                 A Doll’s House

                                                                 Metamorphosis

                                                                 No Exit

                                                                 The Stranger

                                                                 Waiting for Godot

                                                                 Rosencrantz and Guildenstern are Dead

                                                                 Portrait of the Artist as a Young Man

                                                                 Jacob’s Room

                           World Literature

                            Handouts

 EVALUATION:  Major assessment—literary analysis essay

                             Daily preparation/participation

  
Unit Nine:  Poetry—An Overview

Approximate length:  four weeks

 UNIT OBJECTIVES:  to appreciate poetry for both its meaning and its method

 to prepare for the poetry section of the AP exam

 to become familiar with noted poets and their work

 to use analysis of poetry as a way to “build up” poetry

 to experience writing and reading poetry as means to understand

                                                poetry as art

 ASSIGNMENTS:  Reading/note-taking

                               Writing poetry

                               Oral interpretation of poetry

                               In-class AP-style essay

                               Daily participation

 LESSON PLANS/ACTIVITIES:

Day One:

            Give Unit Plan—go over “philosophy” of poetry unit (see separate sheet)

Assign journal writing over poetry

                        (What do you think of poetry/past experience with poetry.)

“Pre-test”—practice Multiple Choice AP exam over two sections of poetry/

                        go over exam answers as small groups

Day Two:

Collect journal entries

“What is Poetry?” handout (see separate sheets including terms)

Introduce Poetry Interpretations (see separate sheet)

Read Marianne Moore’s “Poetry” as example of oral interpretation

Show clip from Four Weddings and A Funeral (W.H. Auden’s “Funeral Blues”)

Listen to audio of T.S. Eliot reading “Love Song of J. Alfred Prufrock”

(see separate sheet)

PowerPoint—metonymy and synecdoche—apply to “Prufrock” due Day Four

Assign for Day Four—write a poem about poetry—use instructor example

                        no restriction on form, but they will read aloud in class

Day Three:

Go to library to begin poetry search (use handout)

Find one poem to read aloud in class on Day Four

            Begin search for poems for Oral Interp assignment

Day Four:

Collect examples of metonymy and synecdoche from “Prufrock”

POETRY SHARE—

                        Each student will read the poem found and poem on poetry

                        Instructor example + “Dulce Et Decorum Est” by Wilfred Owen

 (see separate sheet)

Day Five:

Finish Poetry Share from Day Four

Talk about list of poets used on previous years’ AP exams

Demonstrate difference between Petrarchan (Italian) and Shakespearean (English)

            Use “Poetry in a Nutshell” CD-Rom example—

Wordsworth’s “Composed Upon Westminster Bridge”

Distribute examples of Petrarchan sonnets (see separate sheets)

Assign:  Write a Petrarchan sonnet based on a work read this school year

                        (Due Day Seven)

Distribute examples of poems based on literature/authors (see separate sheets)

Day Six:

Practice Multiple-Choice AP exam over two sections of poetry

Correct in class/do analysis of problems as a large group

 Day Seven: 

Sonnets due—read aloud

Explain concept of Poetry Comics (see separate sheets)

            Show published examples:  Wordworth’s “I Wandered Lonely as a Cloud”

                                                         Shelly’s “Ozymandias”

                                                         Keats’s “La Belle Dame Sans Merci”

                                                                        (see separate sheets)

            Show instructor example:  Christopher Smart’s “Jubliate Agno”

(see separate sheets)

Assignment:  Students must find a poem to create their own Poetry Comics

                        by Day Nine

Day Eight:

Read-alouds—start with instructor’s oral interp (in progress)

Video clips of 20th century poets reading their own work:

                        Adrienne Rich  “In Those Years”  “For the Record”

                        Denise Levertov  “Settling”  “Tragic Error”

                        Seamus Heaney  “Death of a Naturalist”  “Personal Helicon”

                        Louise Gluck  “Mock Orange”  “Cottonmouth Country”

Allen Ginsberg  “Supermarket in California” “Do the Meditation Rock”

                                    “When I Died”

                        (Put copies of the poems on the overhead while showing video clips)

Day Nine:

Poetry Comics due—put on bulletin board

THE VILLANELLE

            PowerPoint with explanation/example:  Sylvia Plath’s “Mad Girl’s Love Song”

            Three examples with audiotape analysis by W. Spiegelman

                        “Do Not Go Gentle” by Dylan Thomas

                        “The Waking” by Theodore Roethke

                        “One Art” by Elizabeth Bishop

                                    (see separate sheets)

            Brief analysis of “Luther’s Villanelle” by Neil Gaiman (see separate sheet)

Assignment:  Write a villanelle over any subject—Due Day 13

Day Ten: 

Show IHSSA example of Oral Interp—Denise Levertov and Nikki Giovanni

Listen to audio readings of Marvell’s “To His Coy Mistress”

                                    and Browning’s “My Last Duchess” (see separate sheets)

With a partner, write five AP multiple choice questions over each poem—

due by hour’s end

Day Eleven:

Poetry Multiple Choice practice day

            Include prose passage + printoffs of student written questions over

                        “Coy Mistress” and “Last Duchess”

Distribute Open Essay Prompts

 Day Twelve:

Preparation and Practice for Oral Interpretations

Day Thirteen:

Villanelles due—read aloud

Give instructions for Sestinas—example= Nani by Alberto Rios

(see separate sheet)

Distribute packet of Sestinas— “Sestina” by Charles Swinburne

               “Sestina Altaforte” by Ezra Pound

               “Sestina d’Inverno” and“Yolek’s Book”

 by Anthony Hecht

               “Rink Keeper’s Sestina” by George Draper

                        (see separate sheets)

Read and analyze

Assign student written sestina due on Day 17

Day Fourteen:

Worksheets:  Ballad and Lyric poetry (see separate sheets)

                                  Yeats packet (see separate sheets)

Work in class-finish for Day 15

Day Fifteen:

Worksheets due

Handout—Contemporary poetry (see separate sheet)

            Read aloud “Lament for the Makers” by W.S. Merwin

            Explain allusions to contemporary poets as well as to

“Lament for the Makeris” by William Dunbar (see separate sheet)

Assign:  Find poems by one of the poets alluded to in “Lament” to share

Practice AP Poetry multiple choice—include “Sestina” by Elizabeth Bishop

                                                      include prose passage for practice

Day Sixteen:

Contemporary poems due

Handout:  Poetry overview—Ballad/Pantuom/Elegy/Ode/Pastoral

 (see separate sheets)

Worksheets:    Auden “Musee de Beaux Arts”

                                    Shelly  “Ozymandias”

                                    Coleridge “Kubla Khan”

                                    Keats “Ode to a Nightingale”

                                                (see separate sheets)

Worksheets due Day 18

Day Seventeen:

Sestinas due—read aloud

Begin Power Point presentation on Symbolist poets

                                    Baudelaire

                                    Rimbaud

                                    Verlaine

                                    Mallarme

Day Eighteen:

Worksheets due

Continue presentation on Symbolists

            Explain synaesthesia and prose poetry

Read Symbolist poetry as example of Oral Interpretation

                        Baudelaire’s “Invitation to a Voyage”

                        Rimbaud’s “The Drunken Boat”

                        Verlaine’s “Chanson de Les Ingenues”

                        Mallarme’s “The Tomb of Edgar Allen Poe”

                        Rilke’s “Torso of Achilles”

                        Also “The Coat” by Yeats and “Since Feeling is First” by Cummings

                                    (see separate sheets)

Distribute Review material for AP Poetry essay

            “Blackberry Picking” by Seamus Heaney

                        also grading rubric plus former student examples

Write an essay prompt for “Poetry” by Pablo Neruda (see separate sheet)

Day Nineteen:

AP poetry essay—“Waiting for the Barbarians” by C.F. Cavafy

 (see separate sheet)

Day Twenty:

Read aloud “A Visit to St. Elizabeth’s” by Elizabeth Bishop (see separate sheet)

Begin student Oral Interpretations

Day Twenty-one:

Share “The Ballad of Gaol” by Oscar Wilde (see separate sheet)

Continue Oral Interpretations

Day Twenty-two:

Finish Oral Interpretations

 MATERIALS:  Handouts

 EVALUATION:  Major assessments—AP-style poetry essay

                                                               Oral interpretation of poetry

                             Daily preparation/participation

Unit Ten:  Review for AP exam and Final Projects
Approximate length:  four weeks

 UNIT OBJECTIVES:  to review and further prepare for the AP exam

                                     to summarize attainment of literary scholarship

                                     to concretize long-term memory

 ASSIGNMENTS:  Reductions of five works of varying styles

                               Literary autobiographies

                               Multi-media presentations

 LESSON PLANS/ACTIVITIES:

Day One:  Assign/explain literary autobiographies (see separate sheets)

                Assign/explain reductions (see separate sheets)--due day of AP exam

                work time

Day Two:  work time

Day Three:  AP exam day

Day Four:  debrief AP exam

                 assign and explain final project--Power Point presentation/examples

Days Five-Fifteen:  work time--final projects and literary autobiographies

Day Sixteen:  begin final project presentations

Day Seventeen:  continue final project presentations

Day Eighteen:  finish final project presentations

                       literary autobiographies due

 MATERIALS:  Handouts

 EVALUATION:  Major assessment—Multimedia presentation

                             Daily preparation/participation