World Classics/College Prep/AP Lit and Composition 2013-2014 1.0 semester course Mrs. Cave Course Overview and Objectives This course is designed with a variety of purposes: to increase critical reading and writing skills so that the student can better interpret and discuss classic World Literature, and to accustom each student to the demands of college-level thinking, writing and workload. This course provides sustained explicit instruction in the areas of: Literary terms and devices Analytical reading strategies Socratic Seminar discussion format Conventions and traits of effective expository prose Practice strategies for successful completion of AP Lit and Comp Exam Guiding Principles: Reading and Writing Weekly reading and discussion of chapters from Thomas C. Foster s How to Read Literature Like a Professor help us to build a shared foundation of language for meaningful analysis and interpretation of texts. Students are required to keep a reading journal/notebook for all texts and daily vocabulary, grammar and class discussion notes. Besides daily journal writing, students can expect to write weekly essays, some of which may be timed writes, two processed papers of three to five pages each, and one longer research based literary analysis paper of eight to ten pages. Students are required to meet a minimum of once per grading period with teacher, before or after school, for an individual writing conference. With the exception of daily journal entries, all writing in the class is teacher and peer edited at least once, prior to submission for a grade and all papers may be re-written for a grade up to an A- within one week of being returned to student. Daily writing may take the form of journal entries to reflect on in-class reading, reaction to and explication of a poem or short story, and/or practice grammar/spelling within context of reading text. Essay topics will most often mirror AP Lit Exam questions 1 and 2. First essays will be processed with first draft teacher and peer edits and as students become familiar with the expectations, timed writes will be incorporated.. The Author and Works paper is outlined in the Final class project. It requires extensive research, MLA citation, rigorous self, peer and teacher editing and revising, as well as oral presentation to class.
Texts and supplements may include but are not limited to: The Odyssey Homer Things Fall Apart and Related Readings Chinua Achebe Othello, Hamlet, The Tempest Shakespeare Poisonwood Bible Barbara Kingsolver Frankenstein Mary Shelley Oedipus Rex, Antigone Sophocles Medea--Euripides A Doll s House Henrik Ibsen The Awakening Kate Chopin Waiting for Godot Samuel Beckett Great Expectations Charles Dickens Writing About Literature E.J. Roberts How to Read Literature Like a Professor Thomas C. Foster Additional teacher resources include but are not limited to: Suggested Authors for Final Project Grades We have two grade periods per semester. There are four units per grade period for a total of eight with a research paper/presentation project constituting unit nine. Unit grades will be assessed in this way: 40% attendance and participation-includes daily journal entries and or reading comprehension quizzes and discussion and two Poetry Out Loud recitations and related work 30% weekly essays, timed writes and/or tests 30% processed papers, includes presentation for Final Project Units of Study--approximately four per grade period, September to January 30. Each unit includes weekly chapter readings and discussion of Foster s book, How to Read Literature Like a Professor. (Note: Lists of works include but are not limited to those listed.) Units 1and 2 Foundations, Quest and Cultural Perspective Texts: The Odyssey, Things Fall Apart and Related Stories Instructional Focus: College/scholarship essays and personal statements, Review of Close Reading, Literary Terms, and Elements of the literary analysis paper; Synopsis versus summary ( Do Not Merely Summarize the Plot!) correct insertion of quotes, evidence, evidence, evidence and How to Read an Essay, and Basic Strategies for Poetry Explication i.e. TP-CASTT and DIDLS and building a working knowledge of literary devices and figures of speech. Unit 3 and 4 Tragic Figure in Literature Texts: Oedipus Rex and Antigone and/or Medea, Hamlet
Poetry: Various examples of poetry with a focus on Poetry Out Loud memorization and presentation Continued focus on elements of writing about literature plus clear thesis, incorporation of lines and quotes, pronoun usage, support paragraphs, varied syntax, rhetorical structures and overall logical organization-ongoing peer/teacher revisions and discussions Unit 5 and 6 Culture and Perspectives Texts: The Bible, Poisonwood Bible Poetry: Psalms and variety of poetry including 2-voice poems Unit 7 and 8 The Novel- Let s use that new found vocabulary! Texts: Frankenstein Poetry: Rime of the Ancient Mariner Instructional Focus: literary techniques, genre-magical realism Unit 9 Search for Identity Texts: The Awakening and A Doll s House Poetry: Me and the Mule, High to Low-Langston Hughes, Terminus- Seamus Heaney, I m Nobody! Who are You?-Emily Dickinson, An Irish Airman Foresees His Death- William Butler Yeats and various others Short Fiction will include but is not limited to Silk Stockings-Chopin and The Other Side of the Hedge-E.M. Forster Instructional Focus: Close reading to identify each author s style and how it contributes to each work s artistry. Semester Final Presentations begin nine class days before end of semester. Students will choose a world class author and two books of literary merit or the equivalent by same author. Student will: 1. keep a reading log for each novel and keep track of meaningful passages and quotes, react to author style, tone and technique, vocabulary in context, as well as other commentary and reactions as needed. 2. set up a reading schedule and read, notate and research to meet deadlines 3. choose an appropriate AP style Open Question prompt for each novel read and write a processed paper which addresses the prompt in relation to each novel with clear, concise thesis and extensive and detailed support from the novel, with careful treatment of quotations. 4. Write a comprehensive processed paper about the style and literary importance of the author and an explanation of the social, historical or cultural significance of the works in relation to our definition of a book of literary merit or one of the guiding themes for the course i.e. Culture and Perspectives, the Tragic Figure in Literature or The Search for Identity. 5. plan and execute a Power Point Presentation of the author and her works to the class, which includes the key literary elements of the novels, the style and literary importance of the author and an explanation of the social, historical or cultural significance of the work.
Requirements: 1. Choose a World Class author as defined within this class 2. Keep reading journals for each novel 3. Write a literary analysis paper for each novel based on prompt of your choice which best fits your research focus. First paper due October 18; paper #2 due Nov. 29 4. Research the author; his or her life and times as well as political, social, historical and literary significance as well as short fiction and poetry by the author, and literary analysis texts as appropriate. (Minimum 5 reliable sources) 5. Formal Research based/literary Analysis (8-10 page) paper-argumentative format with correct MLA citations and Works Cited page. Due Dec. 20 6. Argue in a well -organized and carefully documented paper that this author and his novels deserve the designation of World Class. The paper, developed through multiple drafts, will present specific evidence with illustration from the novels and supporting texts, that the author meets the requirements to be considered World Class. 6. Power Point Presentation to class (20 slides with citation slide) Begin Dec.14? 7. Actively observe each presentation, take notes and prepare questions for discussion. Tutorials or reading circles will be scheduled after school for continued discussion, writing conferences and practice with poetry explication, timed writes and multiple-choice exams prior to the AP test in May. Period 4 Independent Study is an option for semester 2. Suggestions: Source: Norwegian Book Clubs, with the Norwegian Nobel Institute, 2002. The editors of the Norwegian Book Clubs, with the Norwegian Nobel Institute, polled a panel of 100 authors from 54 countries on what they considered the best and most central works in world literature. Among the authors polled were Milan Kundera, Doris Lessing, Seamus Heaney, Salman Rushdie, Wole Soyinka, John Irving, Nadine Gordimer, and Carlos Fuentes. The list of 100 works appears alphabetically by author. Although the books were not ranked, the editors revealed that Don Quixote received 50% more votes than any other book. Chinua Achebe, Things Fall Apart Hans Christian Andersen, Fairy Tales and Stories Jane Austen, Pride and Prejudice Honore de Balzac, Old Father Goriot Samuel Beckett, Trilogy: Molloy, Malone Dies, The Unnamable Giovanni Boccaccio, Decameron Jorge Luis Borges, Collected Fictions Emily Bronte, Wuthering Heights Albert Camus, The Stranger Paul Celan, Poems D. H. Lawrence, Sons and Lovers Halldor K. Laxness, Independent People Giacomo Leopardi, Complete Poems Doris Lessing, The Golden Notebook Astrid Lindgren, Pippi Longstocking Lu Xun, Diary of a Madman and Other Stories Anon, Mahabharata Naguib Mahfouz, Children of Gebelawi Thomas Mann, Buddenbrooks; The Magic Mountain
Louis-Ferdinand Celine, Journey to the End of the Night Miguel de Cervantes, Don Quixote Geoffrey Chaucer, Canterbury Tales Anton Chekhov, Selected Stories; Thousand and One Nights Joseph Conrad, Nostromo Dante Alighieri, The Divine Comedy Charles Dickens, Great Expectations Denis Diderot, Jacques the Fatalist and His Master Alfred Doblin, Berlin Alexanderplatz Fyodor Dostoyevsky, Crime and Punishment; The Idiot; The Possessed; The Brothers Karamazov George Eliot, Middlemarch Ralph Ellison, Invisible Man Euripides, Medea William Faulkner, Absalom, Absalom; The Sound and the Fury Gustave Flaubert, Madame Bovary; A Sentimental Education Federico Garcia Lorca, Gypsy Ballads Gabriel Garcia Marquez, One Hundred Years of Solitude; Love in the Time of Cholera Anon, The Epic of Gilgamesh Johann Wolfgang von Goethe, Faust Nikolai Gogol, Dead Souls Günter Grass, The Tin Drum Joao Guimaraes Rosa, The Devil to Pay in the Backlands Knut Hamsun, Hunger Ernest Hemingway, The Old Man and the Sea Homer, The Iliad; The Odyssey Henrik Ibsen, A Doll's House Anon, The Book of Job James Joyce, Ulysses Franz Kafka, The Complete Stories; The Trial; The Castle Kalidasa, The Recognition of Sakuntala Yasunari Kawabata, The Sound of the Mountain Nikos Kazantzakis, Zorba the Greek Herman Melville, Moby Dick Michel de Montaigne, Essays Elsa Morante, History Toni Morrison, Beloved Murasaki Shikibu, The Tale of Genji Robert Musil, The Man Without Qualities Vladimir Nabokov, Lolita; Njal's Saga George Orwell, 1984 Ovid, Metamorphoses Fernando Pessoa, The Book of Disquiet Edgar Allan Poe, The Complete Tales Marcel Proust, Remembrance of Things Past Francois Rabelais, Gargantua and Pantagruel Juan Rulfo, Pedro Paramo Jalalu'l-Din Rumi, The Mathnawi Salman Rushdie, Midnight's Children Sheikh Saadi of Shiraz, The Bostan of Saadi (The Orchard) Tayeb Salih, A Season of Migration to the North Jose Saramago, Blindness William Shakespeare, Hamlet; King Lear; Othello Sophocles, Oedipus the King Stendhal, The Red and the Black Laurence Sterne, The Life and Opinions of Tristram Shandy Italo Svevo, Confessions of Zeno Jonathan Swift, Gulliver's Travels Leo Tolstoy, War and Peace; Anna Karenina; The Death of Ivan Ilyich and Other Stories Mark Twain, The Adventures of Huckleberry Finn Valmiki, Ramayana Virgil, The Aeneid Walt Whitman, Leaves of Grass Virginia Woolf, Mrs Dalloway; To the Lighthouse Marguerite Yourcenar, Memoirs of Hadrian Read more: Top 100 Works in World Literature Infoplease.com http://www.infoplease.com/ipea/a0934958.html#ixzz2fbhdzjrs