PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE ADVANCED PLACEMENT LITERATURE AND COMPOSITION GRADE 12

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1 PETERS TOWNSHIP SCHOOL DISTRICT CORE BODY OF KNOWLEDGE ADVANCED PLACEMENT LITERATURE AND COMPOSITION GRADE 12 For each section that follows, students may be required to analyze, recall, explain, interpret, apply or evaluate the particular concepts being taught. COURSE DESCRIPTION AP English is an accelerated, demanding course of study that is taught on the pace and level of a college seminar. Students will read and closely analyze short stories, poems, speeches, plays and novels that are mainly British in origin, from Classical times through the twentieth century. When necessary, students will conduct research about authors and time periods in order to present literature within its proper historical context, and should expect significant analytical writing. Students who take this course are expected to take the Advanced Placement Literature and Composition exam. Therefore, throughout the year, students will examine and practice various strategies which will help them to succeed on this exam as well as in college courses. STUDY SKILLS replicating the AP testing experience, students will perform live analysis of works of significant literary merit independently read and analyze essays, novels, plays, and poems, sometimes several concurrently lead a discussion of the literary, cultural and historical significance of canonical and contemporary texts analyze critically and listen actively utilize the writing process to write effectively and accurately in a variety of styles and formats manage time effectively and plan for assignments accordingly develop an enriched vocabulary and a greater appreciation for exact diction express himself/herself orally with clarity and willingness MAJOR UNIT THEMES: DRAMA Utilizing Death of a Salesman, Hamlet, and Oedipus, students will Analyze the tragic hero and interpret the significance of his downfall Identify the tragic flaws of Hamlet, Willy Loman, and Oedipus: how they emerge, how they are fostered, and how they ultimately bring about their downfalls Recognize that literature is a product of its social, cultural, religious, and political climate; and, when warranted, will research and explore this historical background in order to better understand the themes, nuances, and satire of the author, as well as the motivations, conflicts, and values of the characters

2 Analyze complex conflicts and themes in the play Read and critique literary works of various cultures in order to expand understanding of our heritage as well as that of our larger global environment Recognize multiple meaning which may be present in a work of literature and discuss interpretive options Research literary criticism when warranted to help evolve personal judgment and response to the written work Consider staging techniques, stage directions, special effects, dialogue and other dramatic conventions which could affect the playwright s meaning Employ the writing process to communicate critical analyses of literary works and to express their opinions of these works Discuss the relationship between fate and free will Define irony and identify examples in the text Analyze significant speeches in order to discern values, intentions, and patterns Trace development of major characters based on passages from the beginning, middle, and end of the text Evaluate plot progression and character development based upon the conventions of Greek, Elizabethan, and modern theater Explain how a foil functions in the text, and what he helps to develop Identify and discuss examples of dramatic irony Follow patterns of foreshadowing and revelation NOVELS Utilizing Crime and Punishment, students will Examine how an author's life and deeds may be reflected in his works Analyze theories and philosophies of the time may be criticized or condoned in a work of literature Evaluate how secondary plots and characters are essential to the main plot and themes of a book Analyze recurring motifs and symbols are important to the understanding of the major themes of a work Critique questions of morality that are many times found in the gray areas and are dependent on situation Discuss that there are degrees of evil in life, and even a "morally good" person may commit a crime or a sin Analyze the function of symbolic dreams as an author's way of enhancing themes Evaluate an epilogue to a work, and decide whether or not it is effective and contributes to the literary integrity of a work Utilizing Heart of Darkness, The Things They Carried, and Lord of the Flies, students will Examine the ways in which literature reflects the historical, cultural, and social context in which it was written Analyze the ways in which people can react differently to the same situation, according to their backgrounds and beliefs, as well as how people are changed psychologically by intense situations, such as war

3 Analyze the way that the meaning of words such as ""courage" and "cowardice" are dependent on situation and point of view Validate the effects of war and how continue after the conflict ceases, as every person carries different burdens through life; discuss how war effects change on an individual considering physical, psychological, social and spiritual effects Discuss, analyze, and interpret previously mastered literary elements such as characterization, irony and theme, as well as be introduced to new elements and style, such as metafiction, story truth and happening truth Evaluate how an author can merge truth and fiction to create a "greater truth" about life Examine the ways in which literature can reflect the life experiences of an author in both literal and symbolic ways Discuss how even with the best of intentions, a society can fail Explain why moral values and standards fade when they are not in a position to be enforced Discuss leadership motivations, and how styles of leadership can cause very different results Demonstrate an understanding of the ways in which symbols can be double-sided, and that there is a darkness inside even the best of people Analyze the effectiveness of the use of children as characters in LOTF Examine the ways in which authors can change the stereotypical definitions of words to evoke deeper thought and meaning, i.e. civilized" and "savage" Analyze the ways that a person's values and views may be changed because of temptation and power, and that preconceived ideas of a man's character can be erroneous. Analyze the ways in which journeys can be physical, psychological, moral or spiritual Analyze the ways in which recurring motifs can emphasize the themes of a book. HEROIC AND ROMANTIC LITERATURE Utilizing Beowulf, Sir Gawain and the Green Knight, and Le Morte d Arthur, students will Examine how literature displays the culture from which it emerges Analyze the ways in which historical events influence the creation of literature Discuss how changing the point of view of a work changes the perspective of the characters and their actions Analyze both modern and Anglo-Saxon heroes in relation to values, character traits, etc. Discuss the contrasts between previous notions of heroism and the examples of heroism in each poem Analyze significant speeches in order to discern values, intentions, and patterns Trace development of major characters based on passages from the beginning, middle, and end of the text Evaluate plot progression and character development based upon the conventions of Anglo-Saxon or Medieval society Explain how a foil functions in the text, and what qualities he helps to develop or highlight Evaluate ways in which ancient literature displays different structure and literary conventions Identify and discuss examples of dramatic or situational irony

4 Follow patterns of foreshadowing and revelation Explain how kinship bonds unite and support Anglo-Saxon society, and how ignoring or dishonoring these brings about the destruction of society Trace the development / demonstration of the 7 deadly sins throughout the poem Explain what each tale reveals about the storyteller Discuss the use of irony and sarcasm in order to develop character Analyze the portrayals of the religious figures as opposed to the other pilgrims Critique the notions that revenge and greed for power can destroy honesty, fairness and goodness, and that people need national heroes to look up to in times of crisis Analyze the frequent use of Christ figures in literary works POETRY AND SHORT STORIES Students will closely read, analyze, and explicate poetry and short stories utilizing the following techniques and elements of literature: Character defined in terms of internal and external conflict, and varying and complex methods of characterization by the author Plot or developing action, including digression, foreshadowing, and overlapping time sequence Point of view as a narrative technique identified in general terms of first person, omniscient, limited omniscience, or objective; also, higher level techniques of frame narrator and stream of consciousness Theme, defined as the central insight generated by the author through the literary work, with the inclusion of the recognition of multiple and intertwining points Imagery, identified as a concrete, linguistic representation of sense experiences with paralleling psychological associations Elements of style, including varieties and levels of difficulty of diction and syntax Simile, defined as a directly stated comparison between two distinct entities Metaphor, defined as an implied comparison between two distinct entities whose similarity of meaning is conveyed by different images in order to affect new insights Symbol, which conveys literal significance, but due to its role within a literary work, takes on additional meanings. Settings, characters, objects, etc. may all convey symbolism on a myriad of levels Tone, defined as the attitude of the writer toward a subject or audience Mood, defined as the psychological or emotional effect produced by the literary work upon the reader or audience Atmosphere, which encompasses the psychological or emotional world in which the literary characters operate Irony, defined as an incongruity between the literal statement and its intended effect. Situational, verbal and dramatic irony should be identified and differentiated Allusion, which is a reference to a previous literary work (including mythological and biblical references) or a historical or current event, which in term serves to elucidate meaning or as a basis for comparison Alliteration, assonance, consonance, and varieties of rhyme identified and defined according to the respective manipulation of the sound system of language for the purpose of creating a particular poetic effect

5 Meter and rhythm identified according to the particular manipulation of the natural stress pattern of language Other literary conventions such as personification, hyperbole, understatement, exaggeration, stereotyping, etc. as applicable to the work studied TEST PREPARATION The expectation is that students who take this course will take the AP test in May. To that end, students will: Study and familiarize themselves with various aspects of the fundamentals of the AP test and its format Employ strategies for taking the multiple choice section of the test to achieve familiarity with the scope of the text throughout the course of the year Devise a plan of attack and time-line for practicing and reviewing for the test throughout the year Discuss timing plans for both sections of the test to help relieve test anxiety Utilize samples of essay questions in order to brainstorm ideas for writing the essays in both large and small group situations Utilize sample essay and multiple choice questions in order to develop lists of key literary terms Discuss appropriate choices for the open-ended question in terms of literary merit Prepare a review sheet for at least four works which could be used for the open-ended question; this review will include a character list, settings, symbols, and themes for each work MATERIALS: All texts listed with units above Supplemental materials: College Board materials designed for test prep Revised September 2014