Standards Curriculum Map Bourbon County Schools. Level: AP English IV Grade and/or Course: AP English IV Updated: May 2012 e.g.

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1 Standards Curriculum Map Bourbon County Schools Level: AP English IV Grade and/or Course: AP English IV Updated: May 2012 e.g. = Example only Days Unit/Topic AP Standards Activities Learning Targets ( I Can Statements) August 9- August 24 Unit One: Developing Close Reading Strategies [Focus on Tone and Irony] Analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. 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 Reflect on the social and historical values it reflects and embodies. Analyze through close reading to arrive at an understanding of their multiple meanings. Students will be introduced to the analytical process using poems, essays, and editorials. Students learn several strategies for responding to reading that they will be expected to rely on throughout the year. Strategies include selective highlighting and annotation in the text, ACTIVE reading guides, color coding of text for certain elements, marginal annotation with sticky notes, and response in a I can analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. I can 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 Vocabulary Thesis Statement Literary Analysis Essay Style Tone Irony Character Point of view Plot ACTIVE Reading Annotation 1

2 Assess the quality and artistic achievement of and consider their social and Write using a wideranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. reading log. The hope is that by being introduced to multiple strategies, each student will find a response strategy that works for him or her to use when responding to text throughout the year. Bellwork: Allusions Reading: Thomas Carlyle Essay on Work ; Hawthorne Young Goodman Brown ; The Garden Party ; Araby ; O Connor First Confession and other similar works Common Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Essay Analyzing Tone in a Passage I can reflect on the social and historical values it reflects and embodies. I can analyze through close reading to arrive at an understanding of their multiple meanings. I can assess the quality and artistic achievement of and consider their social and I can write using a wide-ranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate 2

3 and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. Days Unit/Topic AP Standards Activities Learning Targets ( I Can Statements) August 27- October 19 Unit Two: The Short Story Analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Read deliberately and thoroughly, taking time to understand a work s complexity, to absorb its The short story unit focuses on specific elements of literature and their significance to tone and meaning. Key elements are point of view, characterization, conflict, setting, symbolism and I can analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Vocabulary Thesis Statement Literary Analysis Essay Style Tone Irony Verbal Irony Dramatic Irony Situational Irony Character 3

4 richness of meaning, and to analyze how that meaning is embodied in Reflect on the social and historical values it reflects and embodies. Analyze through close reading to arrive at an understanding of their multiple meanings. Assess the quality and artistic achievement of and consider their social and Write using a wideranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with irony. Bellwork: Allusions Reading: Works studied include Kate Chopin, The Story of an Hour; Ernest Hemingway, Hills Like White Elephants; Charlotte Perkins Gilman, The Yellow Wallpaper; Flannery O Connor, A Good Man is Hard to Find; Joyce Carol Oates, Where Are You Going, Where Have You Been? Shirley Jackson, The Lottery; Guy de Maupassant, The Necklace; William Faulkner, A Rose for Emily; and Tim O Brien, The Things They Carried. Representative authors for Fiction I can 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 I can reflect on the social and historical values it reflects and embodies. I can analyze through close reading to arrive at an understanding of their multiple meanings. I can assess the quality and artistic achievement of and consider their social and Point of view Plot ACTIVE Reading Annotation Characterization Conflict Setting Symbolism 4

5 specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. (novel and short story) include: Chinua Achebe; Sherman Alexie; Isabel Allende; Rudolfo Anaya; Margaret Atwood; Jane Austen; James Baldwin; Saul Bellow; Charlotte Brontë; Emily Brontë; Raymond Carver; Willa Cather; John Cheever; Kate Chopin; Sandra Cisneros; Joseph Conrad; Edwidge Danticat; Daniel Defoe; Anita Desai; Charles Dickens; Fyodor Dostoevsky; George Eliot; Ralph Ellison; Louise Erdrich; William Faulkner; Henry Fielding; F. Scott Fitzgerald; E. M. Forster; Thomas Hardy; Nathaniel Hawthorne; Ernest Hemingway; Zora I can write using a wide-ranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. 5

6 Neale Hurston; Kazuo Ishiguro; Henry James; Ha Jin; Edward P. Jones; James Joyce; Maxine Hong Kingston; Joy Kogawa; Jhumpa Lahiri; Margaret Laurence; D. H. Lawrence; Changrae Lee; Bernard Malamud; Gabriel García Márquez; Cormac McCarthy; Ian McEwan; Herman Melville; Toni Morrison; Bharati Mukherjee; Vladimir Nabokov; Flannery O Connor; Orhan Pamuk; Katherine Anne Porter; Marilynne Robinson; Jonathan Swift; Mark Twain; John Updike; Alice Walker; Evelyn Waugh; Eudora Welty; Edith Wharton; John Edgar Wideman; Virginia 6

7 Woolf; Richard Wright Common Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Passage Based Essay Days Unit/Topic AP Standards Activities Learning Targets ( I Can Statements) October 22- December 19 Unit Three: Poetry Analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. 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 Reflect on the social and historical values it reflects and embodies. Analyze through close reading to arrive at an The poetry unit expands the critical analysis skills and the vocabulary of analysis and reinforces the analytical process practiced during the opening unit on tone, irony, and satire and in the short story unit. Students read assigned material in advance and discuss the work, consistently trying to make connections to the underlying meaning of the work. I can analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. I can 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 Vocabulary Thesis Statement Literary Analysis Essay Style Tone Irony Verbal Irony Dramatic Irony Situational Irony Character Point of view Plot ACTIVE Reading Annotation Characterization Conflict Setting Symbolism TP-CASTT Explication Sonnet Ode 7

8 understanding of their multiple meanings. Assess the quality and artistic achievement of and consider their social and Write using a wideranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. Bellwork: AP Vocabulary Reading: Works studied include Billy Collins, An Introduction to Poetry; George Bogin, Cottontail; Walt Whitman, A Noiseless Patient Spider; Andrew Marvell, To His Coy Mistress; Wilfred Owen, Dulce et Decorum Est; Robert Frost, The Mending Wall, Dudley Randall, Ballad of Birmingham; Theodore Roethke, Elegy to Jane. Representative authors include: W. H. Auden; Elizabeth Bishop; William Blake; Anne Bradstreet; Edward Kamau Brathwaite; Gwendolyn Brooks; Robert embodied in I can reflect on the social and historical values it reflects and embodies. I can analyze through close reading to arrive at an understanding of their multiple meanings. I can assess the quality and artistic achievement of and consider their social and I can write using a wide-ranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, Ballad Elegy Lyric 8

9 Browning; George Gordon, Lord Byron; Lorna Dee Cervantes; Geoffrey Chaucer; Lucille Clifton; Samuel Taylor Coleridge; Billy Collins; H. D. (Hilda Doolittle); Emily Dickinson; John Donne; Rita Dove; Paul Laurence Dunbar; T. S. Eliot; Robert Frost; Joy Harjo; Seamus Heaney; George Herbert; Garrett Hongo; Gerard Manley Hopkins; Langston Hughes; Ben Jonson; John Keats; Philip Larkin; Robert Lowell; Andrew Marvell; John Milton; Marianne Moore; Sylvia Plath; Edgar Allan Poe; Alexander Pope; Adrienne Rich; Anne Sexton; William Shakespeare; Percy Bysshe appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. 9

10 Shelley; Leslie Marmon Silko; Cathy Song; Wallace Stevens; Alfred, Lord Tennyson; Derek Walcott; Walt Whitman; Richard Wilbur; William Carlos Williams; William Wordsworth; William Butler Yeats Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Poem Based Essay Days Unit/Topic AP Standards Activities Learning Targets ( I Can Statements) January 3-May 9 Unit 4: Longer Works Analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Read deliberately and thoroughly, taking time to understand a work s complexity, to absorb its richness of meaning, and Using novels and plays, students apply the analytical process that they perfected first semester using short stories and poems. They read 4-7 novels and plays in-class and write essays on them. They also I can analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. I can read Vocabulary Thesis Statement Literary Analysis Essay Style Tone Irony Verbal Irony Dramatic Irony Situational Irony Character Point of view 10

11 to analyze how that meaning is embodied in Reflect on the social and historical values it reflects and embodies. Analyze through close reading to arrive at an understanding of their multiple meanings. Assess the quality and artistic achievement of and consider their social and Write using a wideranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; independently read and write on 2 additional novels or plays. Works chosen provide multiple opportunities for students to deal with style, structure, themes, social and historical values, and literary elements. Bellwork: AP Vocabulary Poetry Review Close Reading Review Reading: Possible Works covered: The Stranger, Albert Camus A Separate Peace, John Knowles Brave New World, Aldous Huxley A Raisin in the Sun, Lorraine Hansberry A Doll s House, Henrik Ibsen The Glass 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 I can reflect on the social and historical values it reflects and embodies. I can analyze through close reading to arrive at an understanding of their multiple meanings. I can assess the quality and artistic achievement of and consider their social and Plot ACTIVE Reading Annotation Characterization Conflict Setting Symbolism TP-CASTT Explication Sonnet Ode Ballad Elegy Lyric Frame Story Allusion 11

12 and an effective use of rhetoric, maintaining a consistent voice. Menagerie, Tennessee Williams Hamlet, William Shakespeare [Note: Texts will be selected based on student ability and interest] Representative Authors for Drama include: Aeschylus; Edward Albee; Amiri Baraka; Samuel Beckett; Anton Chekhov; Caryl Churchill; William Congreve; Athol Fugard; Lorraine Hansberry; Lillian Hellman; David Henry Hwang; Henrik Ibsen; Ben Jonson; David Mamet; Arthur Miller; Molière; Marsha Norman; Sean O Casey; Eugene O Neill; Suzan-Lori Parks; Harold Pinter; Luigi Pirandello; William Shakespeare; I can write using a wide-ranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. 12

13 George Bernard Shaw; Sam Shepard; Sophocles; Tom Stoppard; Luis Valdez; Oscar Wilde; Tennessee Williams; August Wilson Representative Authors for Fiction (novel and short story) include: Chinua Achebe; Sherman Alexie; Isabel Allende; Rudolfo Anaya; Margaret Atwood; Jane Austen; James Baldwin; Saul Bellow; Charlotte Brontë; Emily Brontë; Raymond Carver; Willa Cather; John Cheever; Kate Chopin; Sandra Cisneros; Joseph Conrad; Edwidge Danticat; Daniel Defoe; Anita Desai; Charles Dickens; Fyodor Dostoevsky; 13

14 George Eliot; Ralph Ellison; Louise Erdrich; William Faulkner; Henry Fielding; F. Scott Fitzgerald; E. M. Forster; Thomas Hardy; Nathaniel Hawthorne; Ernest Hemingway; Zora Neale Hurston; Kazuo Ishiguro; Henry James; Ha Jin; Edward P. Jones; James Joyce; Maxine Hong Kingston; Joy Kogawa; Jhumpa Lahiri; Margaret Laurence; D. H. Lawrence; Changrae Lee; Bernard Malamud; Gabriel García Márquez; Cormac McCarthy; Ian McEwan; Herman Melville; Toni Morrison; Bharati Mukherjee; Vladimir Nabokov; Flannery O Connor; Orhan Pamuk; Katherine 14

15 Anne Porter; Marilynne Robinson; Jonathan Swift; Mark Twain; John Updike; Alice Walker; Evelyn Waugh; Eudora Welty; Edith Wharton; John Edgar Wideman; Virginia Woolf; Richard Wright Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Open- Response Based Essay Days Unit/Topic AP Standards Activities Learning Targets ( I Can Statements) Film Study May Analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Read deliberately and thoroughly, taking time to understand a work s Students will be given the opportunity to experience connections between the literature experienced in class and film and other cultural elements in the modern world. I can analyze a work s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone. Vocabulary Thesis Statement Literary Analysis Essay Style Tone Irony Verbal Irony Dramatic Irony Situational Irony Character 15

16 complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in Reflect on the social and historical values it reflects and embodies. Analyze through close reading to arrive at an understanding of their multiple meanings. Assess the quality and artistic achievement of and consider their social and Write using a wideranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of Bellwork: Allusions Texts: Texts will vary according to student ability and interest but may include: The Lord of the Rings, The Lion King, O Brother, Where Art Thou? or similar works Assessment: Compare/Contrast OR Connections Essay I can 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 I can reflect on the social and historical values it reflects and embodies. I can analyze through close reading to arrive at an understanding of their multiple meanings. I can assess the quality and artistic achievement of and consider their social and Point of view Plot ACTIVE Reading Annotation Characterization Conflict Setting Symbolism TP-CASTT Explication Sonnet Ode Ballad Elegy Lyric Frame Story Allusion 16

17 generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. I can write using a wide-ranging with denotative accuracy and connotative resourcefulness; a variety of sentence structures, appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, maintaining a consistent voice. 17

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Colton Joint Unified School District Course of Study High School Course Description for English Literature AP

Colton Joint Unified School District Course of Study High School Course Description for English Literature AP High School Course Description for English Literature AP Course Title: English Literature AP Course Number: ENG461/ ENG462 Grade Level: 12 Meets a UC a-g Requirement: Yes: b Meets High School Graduation