Course Title: Advanced Placement Unit 2, October Unit 1, September How do characters within the play develop and evolve? How does the author use elements of a play to create effect within the play? How does Sophocles connect to the nature of humanity through the tragic medium? How much control do we have over our lives? Who was Shakespeare and why is he still important today? How has language changed since Shakespeare s time? What methods can be used to decode Shakespeare s messages? How does Shakespeare highlight the aspects of dilemma and tragic choice through the character of Hamlet? What role does duty play in our lives? Learn Aristotelian elements & genre Learn & identify basic directorial controls using appropriate vocabulary Read & analyze scene excerpt from Greek drama Develop interpretation, characters & relationships through acting technique & blocking Elements of Drama Greek culture Dramatic structure and elements of a tragedy Aspects of tragic hero and martyr Themes of fate, ignorance to truth, limitations of free will tied to interference of the gods Structure of an essay Writing Process including outline, draft, and editing Analyze the characters within the play Oral Performance of text Use context clues for new vocabulary Use character statements and actions to gain insight into their nature Evaluate choices of tragic hero and connection to consequences Distinguish between free will and interference from the gods Draw connections between multiple texts for comparison/contrast of themes, characters, etc. Discussion of multiple interpretations of text Learn proper essay structure for comparative literary analysis using the Theban Plays Apply steps of writing process through creation of essay (with SAT focus) Structure of a tragic play Staging of the Globe theater Qualities of dilemma and tragic hero Themes of madness, duty, seeming, duplicity, and truth Shakespeare on film using various versions Oral performance of text Recognize the elements within each of the five acts of the play Recognize the consequences of delay for the tragic hero Judge the effectiveness of manipulation through the characters of Hamlet, Polonius, and Claudius Evaluate sanity as it applies to Hamlet and Ophelia Use context clues for unfamiliar vocabulary Discussion of various interpretations of text, with concentration on specific lines Compare multiple adaptations of the text as shown on film Derive implications of alternative staging of the play as connected to theme Critique directorial choices in cast, blocking, camera angle, costume and music as applicable RL 11-12.1-10; RI 11-12.1-10; W 11-12.1-2,4-9; SL 11-12.1-2,4; L 11-12.1- RL 11-12.1-10; RI 11-12.1-10; W 11-12.1-2, 4-5, 7-9; SL 11-12.1-2,4; L 11-12.1- Antigone Daily Discussion Hamlet Class discussions/readings Teacher provided handouts/notes Timed Essay/Paper on play Paper on play Teacher provided handouts/notes Timed Essay Hamlet Scenes from Hamlet film 1
Unit 2, December Unit 1, November What aspects of existentialism can be applied to the two previous plays studied? How do characters within the play develop and evolve? How does the author use elements of a play to create effect within the play? How much control do we have over our lives? How do we form and shape our identities? How does an author create mood by using poetic devices? Why is poetry more effective in relating feelings than other types of writing? How do different types of poetry on the same subject change the effect that they have on the reader? How does poetry connect to your perspective regarding the world? learn literary existentialism elements of the play research critical essays on existentialism various poetic devices tone audience Analyze characters Oral performance of text Draw connections between multiple texts for comparison/contrast of themes, characters, etc. RL 11-12.1-10; RI 11-12.7, 8, 10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- Rosencrantz and Guildenstern Are Dead Presentation of critical essay of student s choosing Timed Essay / Paper Distinguish between the different types of poetry and give examples of each Recognize styles used by different authors and different periods Interpret author s meaning in poems. Define poetry vocabulary Paraphrase poems in own words Recognize styles used by different authors Synthesize author s voice vs. speaker s voice RL 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-; L 11-12.1- Poetry Packet provided by teacher Paper on the synthesis of various poems with a similar theme Daily Discussion Student reactions to texts Presentation of poem chosen by students 2
Unit 2, February Unit 1, January How does an author relate his or her own experiences through a novel? Why would an author choose to use fiction to express their experiences rather than other types of writing? What roles do perspective and perception play in recounting the past? How do decisions and actions of characters reveal their personalities? What is the relationship between decisions and consequences? How can a person s decisions and actions change his/her life? stream of consciousness protagonist antagonist climax Apply background knowledge to novels. Analyze characters within a novel and the emphasis they play on the plot. Relate historical experiences to fictional experiences within a novel Compare and contrast historical events with those within the novel Clarify themes and give examples to support the themes variety of periods variety of genres Study of textual details Format, text structure, and main idea. historical context shifting culture Identify and describe the effect of figurative language and other rhetorical devices Explain why the rhetorical devices do or do not contribute to the overall effectiveness of the theme Analyze the elements of literature and understand how they work together to create an effective selection. Explain historical context by discussing how a work reflects the culture and events of the times in which it was written RL 11-12.1-10; RI 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- Portrait of the Artist as a Young Man, Literature Tests, both objective and essay, assessing a student s ability to interpret a literary work for meaning and to evaluate its artistic achievement Critical Essays on Literature, assessing thought, analytical ability, and style RL 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- Tess of the D Urbervilles Timed essays Analytical paper Critical Essays on Literature, assessing thought, analytical ability, and style 3
April March How do we form and shape our identities? How do we define who we are? Why do we bother to study/examine the past, present, or future? What is the American Dream and to what extent is it achievable for all Americans? Contemporary Novel Characterization Symbolism Analyze passages from novel. Analyze the relationship between history and literature. Define satire Analyze effectiveness of satiric strategies What are effective test taking skills? How is each piece of literature analyzed AP test Prep Essays Poetry Prose Literary term study Practice multiple choice sections Practice essays Acquire, understand, and use vocabulary Evaluate how words and phrases are used in various text Evaluate structure and diction of text RL 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- RL 11-12.1-10; RI 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- Invisible Man, Song of Soloman Previously released AP tests objective Timed essays Previously released AP tests poetry essay Analytical paper Previously released AP tests narrative essay Critical Essays on Literature, assessing thought, analytical ability, and style Previously released AP tests open essay Teacher provided literary terms glossary 4
Department: Course Title Unit 9, May How can one effectively examine a primary source? Where can appropriate and valid external support for a thesis be found? What makes a good thesis? Aspects of a viable thesis statement Structure of note cards and works cited Outline form Techniques for utilization of primary and external quotations including framing and parenthetical citation Common grammatical and structural errors within a paper Formulation of a viable thesis statement regarding a text Subdivide aspects of primary text in order to focus search for support Use primary text to collect support of thesis statement based on direct quotes and action within it Learn proper search techniques using library and internet resources Compile appropriate support from various external sources Create proper citations for works cited and parenthetical citation Generate outline of major essay points Create essay based on research and outline Critique personal and peer work Defend personal argument Use editing techniques for personal and peer work RL 11-12.1-10; RI 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- MLA formatting handouts or book Teacher provided structure Class discussion Thesis submission Student generated note cards Student generated outline Complete essay including works cited page (using rough and final drafts) Unit 10, June How would we define a utopian society? Has the concept of utopia changed over time and/or across cultures or societies? What are the ideals (freedom, responsibility, justice, community) that should be honored in any society? Contemporary Novel Characterization Symbolism Analyze passages from novel Analyze the relationship between history and literature Define satire Analyze effectiveness of satiric strategies Discuss purpose and effectiveness of epistolary novel Understand cyclical novels RL 11-12.1-10; W 11-12.1-2,4-5,7-9; SL 11-12.1-2,4; L 11-12.1- Handmaid s Tale, To the Lighthouse The Color Purple, Our House in the Last World 5