AP Literature and Composition English IV:

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1 AP Literature and Composition English IV: Mrs. Doepke Due: First day of class + MC & In-Class Essay Test Summer Reading Texts: Cry, The Beloved Country by Alan Paton How to Read Literature Like a Professor by Thomas C. Foster The Catcher in the Rye by J.D. Salinger 1984 by George Orwell CHOOSE ONE Lord of the Flies by William Golding SlaughterHouse-Five by Kurt Vonnegut Flowers for Algernon by Matt Heckler ASSIGNMENT #1: First, read How to Read Literature Like a Professor. Then, read Cry, The Beloved Country, marking key passages from the novel that can be related to Foster s text. Then, construct your reading journals. Reading Journals: Using at least 3 different passages from Cry, The Beloved Country that you can read like a professor, make the connection to Foster s text. Include the passage with a page number (NOTE: you can NOT use the passages that I gave you for the literary analysis). Then, give your analysis of the passage using the techniques and ideas in the chapters by Foster. When possible, quote Foster to show how you are applying his ideas. Your analysis should be 4-6 sentences in length. Be careful to select a range of passages that occur throughout the text and apply the various ways that Foster gives you in the chapters from his book. Your reading journals should be typed, but may be single-spaced to save paper. Assessment: Your journals will be evaluated on how well they have been edited, on your discussion of the passages and on how effectively you apply the ideas from Foster. See attached rubric for more specific criteria. You will take a multiple choice test on these texts the first day of school. ASSIGNMENT #2: After reading Cry, The Beloved Country, use one of the passages listed to write a literary analysis. Literary Analysis: Using ONE of the passages from the sheet, write a literary analysis. This should include an introduction with a one-sentence thesis statement. It should then have at least one body paragraph, and a maximum of three, followed by a conclusion. Ultimately, you are describing how this passage relates to the following literary elements: theme, tone, characterization, mood, etc. Depending on how you structure your thesis statement, you will address either 1-3 of these elements. Make sure to provide textual evidence in support of your position.

2 This essay must be typed and double-spaced with a proper heading. Assessment: Your literary analysis will be evaluated on how well you can construct a thesis statement, support it with evidence and analyze that evidence in relationship to the aforementioned thesis statement (as opposed to summarizing the text). See attached rubric for more specific criteria. ASSIGNMENT #3: After reading Cry, The Beloved Country, choose a creativity assignment from the list. Then, write a statement of intent defining your purpose in creating the product. Creativity Assignment: Select ONE creativity assignment. Please see attached list for a detailed description of each assignment. Any appropriate writing should be typed, but may be single-spaced. The goal here is to be creative. The statement of intent must be typed and double-spaced with a proper heading. Assessment: Your creativity assignment will be graded on your statement of intent, whether or not your assignment meets that established intent, and your thoughtfulness to detail in the construction of the product. See attached rubric for specific criteria. ASSIGNMENT #4: Read one of the following texts: The Catcher in the Rye by J.D. Salinger 1984 by George Orwell Lord of the Flies by William Golding SlaughterHouse-Five by Kurt Vonnegut Flowers for Algernon by Matt Heckler Fill in the Major Works Data Sheet (attached) in response to your selected text. Major Works Data Sheet: Fill in the chart to its entirety. Use can use outside sources, but do NOT copy and paste from outside sources (i.e. SparkNotes, Shmoop, Wikipedia, etc.). I, too, have access to all of these resources, and I assure you that I will know when you are using them inappropriately. These data sheets will prove very resourceful when it comes time to take the AP exam. Assessment: Your Major Works Data Sheet will be evaluated on (1) completion and (2) your understanding of the reading. You will write an in-class essay on this book during the first week of school.

3 Book List for AP Literature & Composition How to Read Literature Like a Professor by Thomas C. Foster ISBN: Cry, the Beloved Country by Alan Paton ISBN: Beowulf: a New Verse Translation by Seamus Heaney ISBN: Grendel by John Gardner ISBN: The Metamorphosis by Franz Kafka ISBN: Brave New World by Aldous Huxley ISBN: A Doll s House by Henrik Ibsen ISBN: Macbeth by William Shakespeare ISBN: The Namesake by Jhumpa Lampiri ISBN:

4 Cry, the Beloved Country Literary Analysis 50 Points Directions: Choose ONE of the following passages from the novel. In a well- organized literary analysis, identify the speaker and setting; then, using examples from the passage, comment on how it relates to theme, tone, characterization, mood, etc. Remember that this is NOT a summary; it is an analysis. You need a well- developed thesis statement, examples of evidence and explanations for your choices. Use CEA format, and make sure to write the FULL quote at the top of your analysis. This ESSAY should be no less than three paragraphs and no more than five. A. Some of us think when we have power, we shall revenge ourselves on the white man who has power, and because our desire is corrupt, we are corrupted, and the power has no heart in it. But most white men do not know the truth about power, and they are afraid lest we get it.but there is only one thing that has power completely, and that is love. Because when a man loves, he seeks no power, and therefore he has power. I see only one hope for our country, and that is when white men and black men, desiring neither power nor money, but desiring only the good of their country, come together to work for it. B. Have no doubt it is fear in the land. For what can men do when so many have grown lawless? Who can enjoy the lovely land, who can enjoy the seventy years, and the sun that pours down on the earth, when there is fear in the heart? Who can walk quietly in the shadow of the jacarandas, when their beauty is grown to danger? Who can lie peacefully abed, while the darkness holds some secret? What lovers can lie sweetly under the stars, when menace grows with the measure of their seclusion? C. Cry for the broken tribe, for the law and the custom that is gone. Aye, and cry aloud for the man who is dead, for the women and children bereaved. Cry, the beloved country, these things are not yet at an end. The sun pours down on the earth, on the lovely land that man cannot enjoy. He knows only the fear of his heart. D. Fear is a journey, a terrible journey, but sorrow is at least an arriving. E. He had come to tell his brother that power corrupts, that a man who fights for justice must himself be cleansed and purified, that love is greater than force. And none of these things had he done. God have mercy on me, Christ, have mercy on me. He turned to the door, but it was locked and bolted. Brother had shut out brother, from the same womb had they come. F. You cannot stop the world from going on. My friend, I am a Christian. It is not in my heart to hate a white man. It was a white man who brought my father out of darkness. But you will pardon me if I talk frankly to you. The tragedy is not that things are broken. The tragedy is that they are not mended again. The white man has broken the tribe. And it is my belief and again I ask your pardon that it cannot be mended again. But the house that is broken, and the man that falls apart when the house is broken, these are the tragic things. That is why children break the law, and old white people are robbed and beaten..it suited the white man to break the tribe But it has not suited him to build something in the place of what is broken. I have pondered this for many hours, and I must speak it, for it is the truth for me. They are not all so. There are some white men who give their lives to build up what is broken.but they are not enough They are afraid, that is the truth. It is fear that rules this land.

5 Creativity Assignment: Cry, the Beloved Country 50 points For this assignment, an imaginative or creative product is described as something other than a conventional critical essay or commentary. Each student is to apply principles or techniques of literary criticism or appreciation in an informed, imaginative manner. Below is a list of possible options. Written products should be typed and should be at least a page in length and no more than two pages (double spaced). ASSIGNMENT CHOICES: 1) Adapt a portion of the story into a folk tale, myth, or parable for a particular age group. 2) An editorial arguing against censorship or exclusion of the novel from a school syllabus. 3) The creation of a dramatic monologue that pits the self-perception of the character against the view of other characters or the author. Set the stage by also describing the character s appearance and costume during this monologue. 4) An extra chapter to the novel that fits the plot and writing style of Paton s work. 5) A pastiche (an imitation or recreation of an already published work) that demonstrates your sensitivity to and understanding of a particular element of the novel. Consider how he structures sentences, how he chooses words and images, and literary techniques. 6) Create a CD cover using original, handmade artwork and choose at least five songs that show understanding of an overall theme of individual chapters and/or moments from the book. You should write an explanation of how each song shows a thematic link to the novel. Avoid a song that has a fleeting reference to an issue the entire song, its style, etc. should fit the event you re linking it to. 7) Choose a character from the novel and write FOUR, one-paragraph journal entries using that character s perspective and voice to retell four main events of the novel (use first person). 8) Read Lincoln s Gettysburg Address and his Second Inaugural Speech and discuss in an essay how the speeches are appropriate to the novel and how they may be relevant to America today. 9) Read Martin Luther King Jr. s I Have a Dream speech and write an essay comparing his dreams for America to Kumalo s dream of seeing his community, Ndotsheni, rebuilt. STATEMENT OF INTENT: ***accompanying your product you will need to type a brief explanation, in which you do the following*** a) Identify the work and the author upon which your product is based b) Identify the literary elements of the work upon which you have focused (use Foster s close reading techniques here!) c) Explain the nature of the task you have completed, include identification of the intended audience (i.e. you may choose to do something for children or your parents, etc.) d) Describe your intent when you started and a reflection on how well the product satisfied your original intent All products are due on the first day of school. NO LATE WORK WILL BE ACCEPTED!

6 Sample: Statement of Intent Henrik Ibsen's A Doll's House details the transformation of a 19th century housewife into an independent woman. Foreshadowing the intellectual and societal emergence of females in the modern era, this play portrays the important transitions of female characters. Nora Helmer, the carefree and naive wife of a bank officer, becomes a more autonomous person after finally comprehending her role as a superficial, dispensable "doll" to her husband. Bitter with her shallow identity, Nora abandons her family. Another transition is in Mrs. Linde, a kind but grave widow with a confident character that stems from varied life experience. Mrs. Linde is tormented by the purposeless of her daily labor, and finally decides to forsake her independence "to work for" (53) a new marriage and new family. Ironically, Nora and Mrs. Linde reverse roles as Nora emerges into self-sufficiency and Mrs. Linde seeks gratification in marriage. Here, Ibsen presents a fundamental paradox: women can attain self-fulfillment and individuality through both independence and marriage. If a woman's material relationships do not ultimately define her identity, then what does? My additional scene for A Doll's House will address this issue. In composing a scene for this play, I will depict a meeting between Nora and Mrs. Linde outside of the Helmers' house. Set directly after Nora leaves her family, an encounter of these characters will both relate Ibsen's use of irony and explore his basic inquiry into feminism. The creative format will allow me to convey each woman's diction, tone, characterization, and use of literary devices. Throughout most of the play, Nora has a flippant personality that is conveyed by simple, exclamatory diction and an unrefined register. Nora is also characterized as immature through her frequent use of hyperbole and hackneyed expressions (idioms). Through these devices, Ibsen thrusts the reader into the perspective of his own, 19th century society, a view that casted women as frivolous and unoriginal. With Nora's last conversation with Torvald, however, she adopts a grave tone and terse, formal diction. This is carried by short, profound phrases (i.e. "I am going to see if I can make out who is right, the world or I") that startle the reader (69). The Nora of my scene will continue this new register and deliberately place it close to her old speech, challenging the audience's first, 19th century perspective. Mrs. Linde's language is formal and well-developed throughout the play, with minimal use of extraneous language or figurative reference. This conveys the confidence and maturity of Mrs. Linde and will be continued in this additional scene I have created. I intend to illustrate that, though Mrs. Linde's marriage and Nora's abandonment seem divided, they simply represent different facets of personal identity. Mrs. Linde's marriage stems from a fully confident identity. This is clear from her free choice to marry (she makes the offer) and her obvious ability to command herself despite working for others. Nora abandons her family because she has also served them, but as an unwitting doll and dupe. Nora must achieve broader experience and independently encounter herself before devoting herself to others. Ultimately, the author suggests that full identity, Nora s goal, comes with independent experience; purposeful identity, Mrs. Linde's objective, requires complete and personal choice. Ibsen declares that women deserve both, and I believe that my additional scene showcases this same theme.

7 AP Literature & Composition Name Creativity Project Rubric: Cry, the Beloved Country Product type: Emerging (D) a) Statement of intent is brief or does not fit the product well b) Poor editing detracts from the readability or comprehension of the work c) No signs of rehearsal or thoughtful preparation time d) No clear connection to the text e) Not a finished product Developing (C) a) Materials are inconsistent in quality b) Some aspects of the product are not complete, are have careless editing, and/ or show clear signs of being rushed c) Not well rehearsed, performance problems OR; two dimensional art is elementary or shows lack of attention to detail d) A reasonable connection to the text with some supporting detail e) Product tends to summarize without giving an interpretation of the novel Proficient (B) a) Materials are well chosen: costumes, paper, color, music/lyrics, etc. b) All aspects of the product are carefully edited and appropriately placed, no obvious signs of construction, good technique, no performance mistakes c) Strong connection to the text with convincing support/reasoning d) Product is complete and evokes an intellectual or emotive effect on audience Distinguished (A) a) Statement of intent is insightful, organized and cohesive b) Materials are of impressive quality c) The product s sound or appearance demonstrated flawless skill, editing, artistic and/or technical precision d) Original, insightful connection to the text with precise and persuasive references e) Product is compelling; it evokes a strong intellectual or emotive effect Grade:

8 AP English: Literature and Composition Name: Title: Author: Date of Publication: Genre: Historical Information about the Period of Publication or Setting of the Novel: Major Works Data Sheet Biographical Information about the Author: Characteristics of the Genre: Plot Summary:

9 Quotation Memorable Quotes (at least 2 more is better) Significance Significant Literary Devices (at least 2 more is better) Literary Device Plot Paraphrase - Character Development - Quote

10 Characters Name Role in the Story Significance Adjectives

11 Setting Significance of the Opening Scene Symbols or Motifs (explain - at least two) Significance of the Ending / Closing Scene Possible Themes Topics of Discussion (elaborate - minimum of 2 more is better)

Kelly Bluhm and W. F. West Advanced English Teachers W. F. West High School s Advanced English Summer Reading List

Kelly Bluhm and W. F. West Advanced English Teachers W. F. West High School s Advanced English Summer Reading List Dear Students and Parents: We expect every student in the Advanced English Program at W. F. West to be an avid reader, and we feel that it is our responsibility to recommend literature that will help prepare