Lenape Regional High School District

Members of Revision Committee

Statement of Purpose

Program of Studies Description

Core Content Standards

Textbook and Resource Materials

Course Objectives/Activities

Content Outline/Timeline

Proof of Proficiency

Members of Revision Committee:

Melinda Heppard- Lenape

John Kehoe - Shawnee

Lee Ann Lowden- Cherokee

Melissa Peraria - Seneca

Statement of Purpose:

The purpose of all curriculum guides is to provide direction for instruction. They identify the written outcomes in a subject and /or grade as the basis for classroom activities and student assessment. In order to achieve maximum understanding, the objectives identified as learning outcomes must be written clearly and reflect the specific learning and behavior which are expected.

Objectives are written as major outcomes and stated to require critical thinking. Teachers should understand that they must make careful decisions about the specific sub skills and prior learning needed to reach these objectives. These professionals are encouraged to reflect with others teaching the same curriculum for this purpose and also to identify the most appropriate resources and methods of assessment. The assessments are directly aligned with the objectives. Therefore, the objectives in this guide are designed to provide direction to the teacher in order to facilitate instructional planning.

All teachers, parents and students should be informed of the expected outcomes (i.e. objectives) for the subject and/or grade level.

Program of Studies Description:

AP English Literature & Composition Level 1

Offered by invitation only to seniors who display special ability in English. Equivalent to a first year college English course, students taking this course will be prepared to take the College Board's Advanced Placement Test in Literature/ Composition. Students may receive college credit or advanced standing depending upon their test scores and individual college policy.

Textbook and Resource Materials:

Plays

Othello William Shakespeare

No Exit Jean Paul Sartre

Oedipus/Antigone - Sophocles

Play/plays from anthology

As I Lay Dying William Faulkner

Beloved Toni Morrison

The Bonesetter's Daughter Amy Tan

Chronicle of a Death Foretold Gabriel Garcia Marquez

Portrait of an Artist as a Young Man James Joyce

The Sun Also Rises Ernest Hemingway

Mrs. Dalloway Virginia Woolfe

Wuthering Heights Emily Bronte

Short fiction and Poetry from anthology

The Compact Bedford Introduction to Literature: Reading, Thinking, Writing, 8^th ed.

ISBN: 0-312-46959-4

ISBN-13: 978-0-312-46959-7

Objective 1: Students will read a variety of texts drawn from multiple genres, periods and cultures from the 16^th to the 21^st century. Students will read deliberately and thoroughly, taking time to understand a work's complexity to absorb its richness of meaning and to analyze how that meaning is embodied in literary form. RL 1-7

Activities to meet the objective:

• Practice active reading strategies necessary for AP literary analysis.
• Utilize rangefinders to assess range finder samples from previous AP exams.
• Compare and contrast the values of any literary period with the themes and values of other periods, inferring from said
• Material the history and development of modern values.
• List the characteristics of a literary period.
• Study vocabulary contained within the course literature.
• Use contextual clues to decipher unknown words.
• Take practice AP Literature and Composition tests.
• Read poetry and identify components of traditional and modern verse, including meter, figures of speech, sound device, line

breaks, rhyme, and theme.

• Read plays with an emphasis on comprehending plot, setting, conflict, sub-plot, and characterization and dramatic components such
• As stage directions, blocking, production needs, dialogue/inflection, and theatrical value.
• Describe and discuss rhetorical strategies used in fiction.
• Inventory elements of the author's craft that contribute to the theme of the work(diction, detail, syntax, point of view, narrative structure, and tone.
• Explore reading strategies necessary to facilitate the comprehension of dense text
• Keep a reading journal for the course.

Assessments:

Students will attain a satisfactory score on the AP Literature and Composition exam.

Students will write expository, analytical, and argumentative essays that explain clearly, cogently, and even elegantly what they understand about l literary works and why they interpret them as they do.

Students will write in-class, timed and out-of-class essays in response to works studied and topics generated by class discussions.

Students will take objective tests in preparation for the multiple choice section of the AP test.

Objective 2:Students will write essays that focus on the critical analysis of literature and should include expository, analytical, and argumentative essays. W1 (a-e), 2 (a-f), 4,5,8

Activities to meet the objective:

• Write essays in response to the major works studied, paying special attention to developing a thesis that is supported throughout the paper with effective, vivid, and pertinent textual evidence.
• Write essays and research papers that demonstrate logical organization, stylistic voice, and wide-ranging vocabulary.
• Write journal responses to regular prompts in order to develop style, voice, and skills in focused writing.
• Participate in writing workshops that will tackle all the stages in the writing process.
• Use the writing process in a style analysis of selected passages, explore a theme/concept/technique that the author uses.
• Process and review specific grammar elements within the context of their writing.
• Interpret and respond to a variety of genres.
• Write a style analysis of selected passages to explore a theme or technique of writing.

Assessments:

Students will have their reading journals collected on a regular basis.

Students will complete discussion and guided reading questions.

Students will write in-class, timed and out-of-class essays of analysis, exposition and argumentation.

Students will have their writing journals collected on a regular basis to assess progression in focused writing on specific prompts.

Students will demonstrate their mastery over grammatical correctness, syntactical clarity, and succinctness of prose through their writings.

Students will complete a well-structured research paper according to their respective school's Research Guide.

Students will demonstrate their mastery of correct writing format (MLA) in a typed final draft, observing correct margins, spacing, etc.

Objective 3:Students will be able to verbally share information and participate in class discussions, small group activities and formal presentations.SL1,2,3,4,6

Activities to meet objective: Discuss various genres of literature in round table discussions with a moderator, in small groups and with outside groups (i.e. interviews, recorded discussions, etc.). Generate ideas together for writing projects based upon literature read. Fine tune those ideas and create finished products to be shared, presented and/or taught to a large group or within a small group. Take responsibility for the creation and delivery of a group oral presentation. Discern and be able to articulate both sides of an issue, either in writing or literature. Students will read, recite and present poetry to the class. Assessments: Students will discuss and debate certain non-fiction and literature based issues. Students will participate in round table discussions and be held accountable for articulating ideas and prompting discussion. Students will participate in graded group presentations.

Objective 4:Students will listen to each other, to their instructors, to guest speakers and to information presented orally or by way of audio recording in order to process, analyze and discuss information as heard and understood. SL 1(abcd), 2,3,4,6

Activities to meet objective:

• Respond to questions posed by instructors
• Demonstrate listening skills by participating in class discussions
• Analyze audio-visual aids to relate to course content.
• Incorporate material presented to other areas of classroom activities.
• Work on oral group projects to analyze and discuss information presented.
• Take and transcribe oral material to notes.

Assessments:

Students will take notes in class, based on information gained from instructors as well as classmates and/or audio-visual means.

Students will listen carefully to oral reports and gain course knowledge from such reports.

Students will listen respectfully to classmates who are offering opposing viewpoints.

Students will evaluate what others say and formulate a response based on the details of another's points.

Students will take oral quizzes.

Objective 5: Students will access, analyze and use information from multiple media including electronic texts and audio/visual sources in order to support and strengthen verbal and written communication. SL4, W6,8

Activities to meet objective:

• View films related to course material and find relevance to specific literature and writing samples.
• Evaluate internet sources to use for comparative writing and literary studies
• Use internet sources to find and evaluate valid sites on all writing assignments, including term papers.
• Look for and find specific topics on internet designated by instructor.

Assessments:

Students will write critically based on information gained through electronic research.

Students will create research-related projects and presentations.

Students will synthesize information gained through electronic research.

Students will use technology to present information to the class and/or to publish works.

Content Outline/Timeline

This timeline follows the syllabus that was authorized by the College Board

1. Summer Reading 2-4 weeks

2. Short fiction 2-4 weeks

Bedford Anthology of Literature,8^th edition

3. Poetry 6 weeks

Bedford Anthology of Literature,8^th edition

4. Novels 12-16 weeks

As I Lay Dying William Faulkner

Beloved Toni Morrison

The Bonesetter's Daughter Amy Tan

Chronicle of a Death Foretold Gabriel Garcia Marquez

Portrait of an Artist as a Young Man James Joyce

The Sun Also Rises Ernest Hemingway

Mrs. Dalloway Virginia Woolf

Wuthering Heights Emily Bronte

5. Drama 6-8 weeks

Othello William Shakespeare

No Exit Jean Paul Sartre

Oedipus/Antigone - Sophocles

Proof of Proficiency

N/A for courses offered by College Board.