| AP English Language/Composition
COURSE TITLE: AP English Language/Composition
LENGTH OF COURSE: One Year
TYPE OF CREDIT: English Core (10 credits, weighted grade)
GRADE LEVEL: 11-12
PREREQUISITES:
Eleventh or twelfth grade standing
Application and/or teacher approval
TEXTBOOK:
Perrine's Literature: Structure, Sound, and Sense, Thomas R. Arp, ed. Harcourt, Brace College Publishers, 1998,
ISBN 0-15-503822-2
Woe Is I, Patricia T. O'Connor, Riverhead Books, 1996,
ISBN 1-57322-625-4.
REQUIRED READING
DRAMA:
Students must read a minimum of four plays. Two of these
must be by Shakespeare.
Rosencrantz and Guildenstern are Dead, Tom Stoppard
Henry V , William Shakespeare
Richard III, William Shakespeare
Hamlet, William Shakespeare
King Lear, William Shakespeare
Anthony and Cleopatra, William Shakespeare
Hedda Gabler, Henrik Ibsen
Medea, Euripedes
The Iceman Cometh, Eugene O'Neill
A Long Day's Journey Into Night, Eugene O'Neill
REQUIRED READING
FICTION:
Students will study four or more novels from the following list in class and read one additional novel independently per quarter.
The Acts of King Arthur and his Noble Knights,
John Steinbeck
The Scarlet Letter, Nathaniel Hawthorne
Brave New World, Aldous Huxley
One Flew Over the Cuckoo's Nest, Ken Kesey
The Invisible Man, Ralph Ellison
Heart of Darkness, Joseph Conrad
The Stranger, Albert Camus
Bartleby the Scrivener, Herman Melville
Benito Cereno, Herman Melville
The Great Gatsby, F. Scott Fitgerald
The Canterbury Tales, Geoffrey Chaucer
Pride and Prejudice, Jane Austen
Paradise Lost, John Milton
Beloved ,Toni Morrison
The Way to Rainy Mountain, N. Scott Momaday
The Odyssey, Homer
The Awakening, Kate Chopin
Mrs. Dalloway, Virginia Woolf
Dinner at the Homesick Restaurant, Anne Tyler
Additional books from the State of California Recommended Reading List, unless specified for another grade level.
REQUIRED READING
POETRY:
Students will study at least two of these poets in depth:
William Carlos Williams
John Keats
Percy Shelley
Samuel Taylor Coleridge
William Wordsworth
e e cummings
Hart Crane
T.S. Eliot
Muriel Rukeyser
William Butler Yeats
Johne Donne
Shaespearean sonnets
Alexander Pope
John Dryden
REQUIRED READING
NONFICTION:
Students will read a variety of nonfiction essays, articles,
critiques, and reports.
COURSE DESCRIPTION
A.P. English-Cycle A is an accelerated course that meets the graduation requirement for junior or senior English. The primary goals of this class are to prepare students for college level work and the opportunity of earning college credit by passing the Advanced Placement examination. Sponsored by the College Board, the AP Program is based on the premise that college-level material can be taught successfully to able and well-prepared secondary students. The study of literature includes world literary works and extended reading. Students deepen their understanding of various literary genres through intensive study of short stories, novels, poetry, essays and drama. Students give oral presentations and practice active listening strategies. Students use a variety of writing types for various purposes and audiences using the writing process and using technology when appropriate. Students respond to literature by writing narrative, descriptive and analytical essays and research papers. Interpretive essays and explications are emphasized.
COURSE GOALS
Students will:
· read and comprehend at all levels (literal, interpretive, application) a variety of materials and genres and adjust reading strategies to both purpose and materials.
· write, using the writing process, well organized and coherent pieces in a variety of modes.
· speak both formally and informally to a group; use effective oral presentation techniques; and participate constructively in discussions.
· listen actively; take accurate, organized notes; evaluate critically; and follow oral directions.
· use technology to access and analyze information and produce quality assignments.
METHODS OF EVALUATION
Teachers evaluate students' reading, writing, speaking and listening skills using a variety of methods, including but not limited to:
Quizzes and tests
Self and peer evaluation
Participation
Teacher Conferences
Projects
Performance assessments
Portfolios
Rubrics
Oral presentations
Essays
Research Papers
BOARD ADOPTION DATE: July 18, 2001
AMENDED: July 16, 2003
Word Analysis, Fluency, & Vocab Develop
Students apply their knowledge of word origins to determine the meanings of new words encountered in reading materials and use those words accurately.
Reading Comprehension (Informational)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Readings in Literature, Grades Nine Through Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature such as textbooks, technical manuals/instructions, magazines, newspapers, biographies/autobiographies, ballots and propositions, maps, charts, graphs, and online information.
Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature, including prose, poetry, and drama, that reflect and enhance their studies or history and social science. They conduct in-depth analyses of recurrent themes. The selections in Recommended Reading and Literature, Grades Nine Through Twelve illustrate the quality and complexity of materials to be read by students.
Writing Strategies
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.
Written and Oral Eng. Lang. Conventions
Students write and speak with a command of Standard English conventions.
Listening and Speaking Strategies
Students formulate adroit judgements about oral communication. They deliver focused and coherent presentations that convey clear and distinctive perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
Speaking Applications (Genres)
Students deliver polished formal and extemporaneous presentations (e.g., group presentations, debates, panel discussions, impromptu speeches) that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Strategies.
|
