governor livingston high school

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY

GOVERNOR LIVINGSTON HIGH SCHOOL ENGLISH DEPARTMENT

AP ENGLISH 3 #ENY1130

Curriculum Guide

September 2010

Mrs. Judith Rattner, Superintendent Mrs. Patricia Qualshie, Assistant Superintendent

Mrs. Laurie Scott, District Supervisor

Developed by: Jeanmarie Ciarrocca Alexandra Poma

This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s

Individualized Education Plan (IEP)

Approved by the Berkeley Heights Board of Education at the regular meeting held on 10/28/10 .

TABLE OF CONTENTS

Page

Vision Statement ............................................................................................................ 1 Mission Statement ......................................................................................................... 2 Course Proficiencies ....................................................................................................... 4 Course Objectives ............................................................................................... 4 Student Proficiencies .......................................................................................... 6 Methods of Evaluation ........................................................................................ 10 Course Outline/Student Objectives ................................................................................ 11 Defining Characteristics of AP Language and Composition ............................................. 17 Outside Marking Period Reading ................................................................................... 19 Essay Collections and Other Non‐Fiction ......................................................................... 21 Resources/Activities Guide ............................................................................................. 23 Suggested Audio Visual/Computer Aids ......................................................................... 28 Suggested Materials ....................................................................................................... 30 Resources for Students ....................................................................................... 30 Resources for Teacher ......................................................................................... 30

Berkeley Heights Public Schools 1

VISION STATEMENT AP English Language and Composition is a college‐level course dedicated to helping capable students master a college‐level curriculum. The course is designed to foster students’ ability to read various texts, with discrimination and understanding, and to cultivate clear, accurate, and effective expression in a variety of modes. Meeting the standards for this course enables the student to replicate the learning experience of a comparable college course, in a nurturing, yet competitive environment. In addition to the obvious academic benefits, the experience provides the student with these extended benefits: to be people who are aware of and engaged in their world, to be attentive to trends and traditions, and to be sophisticated citizens, able to decipher the message of the influential society in which they live.


MISSION STATEMENT AP English 3 is a full year required course taught at the eleventh grade level, for which students receive five credits upon completion. AP English 3 reinforces the understanding of genre learned in English 1 and 2, particularly developing students’ familiarity with non‐fiction, while emphasizing recognition and comprehension of universal themes found in American texts. Additionally, this course focuses on extensive study of writing models and rhetoric; students will practice and internalize rhetorical modes and analysis of non‐fiction and fictional texts. The content area of the course is organized around four essential questions (furthered by several supporting questions per unit) posed to guide the study of core pieces of literature and supplementary texts: Unit 1: How does one define an American? Unit 2: How does the quest for freedom affect/guide the individual in

society? Unit 3: What is the American dream? Unit 4: How does nature affect the American vision and hero? AP English 3 is divided into ten units; each unit includes texts that seek to explore the essential question and that demonstrate effective writing through the study of common rhetorical modes. In order to meet the requirements of the New Jersey Language Arts Core Curriculum Content Standards and the High School Proficiency Assessment, teachers must teach all skills. The five standards are: reading, writing, speaking, listening, and viewing. Reading: Students will read to develop an understanding of rhetorical modes, authorial

intent, audience, and style. Additionally, students will read to extend analytical and critical‐thinking skills and to apply literary terms commensurate with college level expectations.

Writing: Language and composition is the primary focus of this course, which serves to

prepare students for the AP language and composition exam. Students will read and evaluate both non‐fiction and fictional texts with the purpose of seeing these texts as models for their own writing. These texts will model several modes of writing: persuasion, comparison/contrast, informational, essay (descriptive, reflective, critical, autobiographical, and expository), and a critical analysis essay that incorporates research of professional literary criticisms. Students will understand and receive extensive practice in each of these modes of writing.


MISSION STATEMENT (continued) Speaking: As a result of class discussion and oral presentation, students will be able to

communicate their thoughts clearly. Students will present a persuasive speech and participate in structured and open class discussions.

Listening: As a result of class lectures, discussions, and listening exercises, the students

will be able to respond appropriately by answering specific questions and participating in focused discussions.

Viewing and Media Literacy: Students will be able to construct meaning of visual and

verbal messages by studying various films and documentaries and applying an understanding of rhetorical knowledge to analysis of content, structure, and style.


COURSE PROFICIENCIES

COURSE OBJECTIVES

1. To encourage students’ ability to think critically about literature, author’s purpose, and the significance of historical context. (3.1/12E1‐3, G1‐35)

2. To develop students’ sense of awareness of universal themes in American literature

through the study of core texts and various genres. (3.1/12G1‐5,9,10,12,13,14) 3. To broaden students’ exposure to American literature through the study of core texts and

various genres. (3.1/12G1‐25) 4. To develop students’ ability to identify literary techniques and devices through the study of

core texts and various genres. (3.1/12A1‐2, F1‐3, G5,6,7,8,9,10) 5. To develop students’ ability to analyze texts and convey their ideas through written and

oral reflection. (3.2/12A1‐5, B1‐13) 6. To develop students’ comfort with and ability to write in a variety of modes as they

practice writing as a process. (3.2/12A1‐9) 7. To emphasize instruction in the following writing modes: persuasion, comparison/contrast,

informational, essay (descriptive, reflective, critical, autobiographical, expository). (3.2/12A1‐9, B3‐7)

8. To prepare students’ standardized tests (HSPA/SAT) through familiarizing them with the

tests’ format and expectation for achievement. (3.2/12A4,8, B4,8,9, C1,2,3,4,5,6,7) 9. To increase student competency in the use of standard English conventions in all writing,

such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. (3.2/12C1‐7)

10. To increase student ability to demonstrate a well‐developed knowledge of English syntax,

to express ides in a lively and effective style. (3.2/12C2) 11. To provide opportunities and instruction for students to hone their questioning and

speaking skills through preparation for, and delivery of, speeches, presentations, small group discussions, and class discussions. (3.1/12D2, F4; 3.3/12A1, A‐D all indicators)

12. To develop student listening comprehension and active listening skills. (3.4/12A‐B all

indicators)


COURSE PROFICIENCIES (continued) 13. To use print and electronic media texts to explore human relationships, new ideas, and

cultural forces (e.g., racial prejudice, freedom/independence, marriage, family, and social institutions). 3.5/12A4‐11, B1‐2, C1,2,3)


STUDENT PROFICIENCIES Students will be able to:

NJ Core Standards

Indicators

Skills

3.2/12 A1,2,3,4,5,6, 7,8,9 B1,2,3,4,5,7 8,9,10,11, 12,13 C1,2,3,4,5,6, 7 D1,2,6

WRITING 1. Understand and apply the writing process to develop a coherent five‐paragraph essay with a thesis statement. 2. Demonstrate the ability to edit and revise an essay. 3. Write essays and/or letters to persuade an audience. 4. Demonstrate familiarity with techniques used in speeches to persuade an audience. 5. Write a critique or evaluative piece of a text, performance or movie. 6. Write a written comparison/contrast of theme. 7. Document materials according to MLA guidelines. 8. Write a personal narrative to explore that mode and to prepare for the college essay writing process. 9. Employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles. 10. Understand and apply the HSPA/SAT rubrics for holistic scoring and original teacher developed rubrics. 11. Understand the basic verbal strategies used for approaching standardized tests. 12. Understand sentence completion techniques. 13. Identify sentence errors. 14. Demonstrate understanding of basic rules of grammar and syntax. 15. Develop mastery of timed 25 minute and 40 minute writing tasks to prepare for the SAT and AP Exam. 16. Demonstrate ability to synthesize literary criticism with original student thinking through writing a critical analysis essay. 17. Demonstrate proficiency in embedding quotations to support an original, sophisticated thesis statement.

3.1/12 A1,2 E1,2,3 F1,2,3 G1‐35

READING 1. Read, interpret, and examine non‐fiction and fictional texts of a variety of genres, which explore each unit’s essential questions and themes.


STUDENT PROFICIENCIES (continued)

READING (continued) 2. Explore in Unit 1 the themes of national and personal identity within the American experience. 3. Explore in Unit 2 the themes of the journey and the exploration for individual freedom. 4. Explore in Unit 3 the theme of the American dream and correlating societal values as they have changed throughout history. 5. Explore in Unit 4 the American hero and how the natural world affects that hero. 6. Read, demonstrate comprehension, interpret, and examine each unit’s core (required) text(s): a. Marking period 1: The Great Gatsby by F. Scott Fitzgerald and Summer Reading: The Scarlet Letter and other teacher selected summer reading texts The Crucible by Arthur Miller b. Marking period 2: Snow Falling on Cedars and/or Catch 22 c. Marking period 3: The Death of a Salesman by Arthur Miller The Color of Water by James McBride d. Marking period 4: The Sun Also Rises or A Farewell to Arms by Ernest Hemingway Teacher approved student selected text to support critical analysis paper/project. 7. Demonstrate comprehension of summer reading text(s). 8. Demonstrate comprehension of outside reading texts through texts, essays, book talks, or creative projects. 9. Recognize Greek word origins. 10. Use a variety of research materials to gather information for a report. 11. Cull, evaluate, analyze, and synthesize relevant information from informational documents, visual images, and graphs/charts to formulate an argument. 12. Recognize authentic information and primary sources used for research.


STUDENT PROFICIENCIES (continued)

READING (continued)

13. Understand critical reading techniques, such as understanding inference and dialogue used to support successful achievement on standardized tests. 14. Understand and use vocabulary words selected from literature. 15. Apply literary terms according to college level expectations. 16. Understand the role of literary criticism through integration in a literary analysis paper.

3.1/12 3.3/12

D2 F4 A1,2,3,4 B1,2,3,4,5,6 7,8,9 C1,2 D1,2,3,4,5,6

SPEAKING 1. Present a persuasive speech. 2. Become familiar with techniques used in speeches to persuade an audience. 3. Read texts aloud with fluency. 4. Participate thoughtfully in class literature discussions. 5. Extend peer contributions by elaboration and illustration. 6. Present information discovered through research or analysis. 7. Recognize the value of speech pace, tone, volume, and clarity. 8. Ask prepared and follow‐up questions in interviews and other discussions. 9. Analyze, evaluate, and modify group processes. 10. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, and transition words). 11. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, and articulation when speaking. 12. Edit drafts of speeches independently and in peer discussions.

3.4/12 A1,2,3,4,5 B1,2,3,4,5, 6,7

LISTENING 1. Listen to audio tapes to acquire information and recognize tone. 2. Listen skillfully to distinguish emotive and persuasive rhetoric.


LISTENING (continued) 3. Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of literary selection, or scientific or educational presentation or debate. 4. Evaluate the credibility of the speaker. 5. Determine when propaganda and argument are used in oral forms. 6. Listen and provide discussion enhancing responses.

3.5/12 A1,2,3,4 B1,2 C1,2,3

VIEWING AND MEDIA LITERACY 1. Respond to questions based on a variety of media. 2. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, freedom/ independence, family, and social institutions. 3. View films (including documentaries) to determine

propaganda techniques, such as: political points of view and bias, sensationalism, narrative technique, and perspective.


METHODS OF EVALUATION 1. Homework and class work. 2. Class participation. 3. Tests and quizzes. 4. Writing assignments: a. Analytical essays. b. Exploratory writing (reaction and reflective papers). c. Persuasive writing. d. Narrative writing. e. Comparison/contrast writing. 5. Authentic assessment projects: a. Book talks. b. Research. c. Debate. d. Web page development/PowerPoint. e. Arts based projects. f. Presentations. 6. Practice advanced placement exams.


SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVE

The student will be able to:

NJ Core Curriculum Standards/

Grade

Strands & Indicators

Course Outline/Student Objectives

3.1/12 3.2/12 3.4/12

A1‐2 E1,2,3 F1‐3 G1‐35 A1‐9 B1‐13 C1‐7 D1,2,6 A1‐5 B1‐7

I. Essential Question: How Does One Define An American? (9 Weeks) A. Thematic Focus Questions Within This Unit Include: 1. How does one define an American writer? 2. Who am I as a reader/writer/thinker/speaker? B. Literary Content (Teacher May Choose the Order in Which Texts Are Taught) 1. Core texts: The Color of Water and The Scarlet Letter (summer reading) and teacher selected summer reading 2. Unit 1: How does one define an American writer? a. “What is an American?:” Crevecouer (ALA 299 300) b. “I Hear America Singing” by Walt Whitman (ALA 1166) c. “Learning to Read and Write” by Frederick Douglass (Essays 100‐106) d. “Learning to Read” by Malcolm X (Essays 245‐254) e. “Notes of a Native Son” by James Baldwin (Essays 39‐60) f. “Aren’t I a Woman” by Sojourner Truth (Essays 423‐424) g. “The Writer” poem by Richard Wilbur (ALA 2390) h. “Lost Sister” poem by Cathy Song (ALA 2710) i. “I Just Wanna be Average” by Mike Rose (Essays 316‐330) j. “Dumpster Diving” by Lars Eighner (Essays 107 119) 3. Unit 2: How has American morality been inspired and shaped? 4. Core Texts: The Great Gatsby by F. Scott Fitzgerald, The Crucible by Arthur Miller, and/or Death of a Salesman by Arthur Miller


I. Essential Question: How Does One Define An American? (continued) a. cultural portfolio: witchcraft (ALA 107) b. Anne Hutchinson’s Trial (ALA 117‐121) c. “Sinners in the Hands of an Angry God” by Jonathan Edwards (ALA 175) d. “The Ways We Lie” by Stephanie Ericsson (Essays 120) e. “Vitamins” by Raymond Carver (photocopy) f. Ralph W. Emerson, teacher selected (ALA 480‐583) g. Henry D. Thoreau, teacher selected (ALA 597‐710) h. Margaret Fuller “American Literature” (ALA 716 722) i. “America” by Allen Ginsberg (ALA 2452) j. “Shooting an Elephant” by George Orwell (Essays 276‐283) C. Writing Modes and Writing Assignments 1. Summer reading novel comparison essay 2. Summer reading non‐fiction responses 3. “Who am I as a reader/writer/thinker” reflective/ exploratory assignment 4. Response to, or critique of, Death of a Salesman and/or The Crucible 5. Reaction papers to various texts 6. Test responses (in‐class) D. Suggested Outside Reading Texts ‐ See Attached List for Student Selection Options

3.1/12 3.2/12 3.3/12 3.4/12

A1,2 E1,2,3 F1,3 G1‐35 A1‐9 B1‐13 C1‐7 D1,2,6 A1‐4 B1‐9 C1‐2 D1‐6 A1‐5

II. Essential Question: How Does The Quest For Freedom Affect/Guide The Individual In Society? (9 Weeks) A. Thematic Focus Areas Within This Unit Include: 1. How is freedom defined? 2. How is the American dream subverted through language? 3. How does argument and persuasion affect freedom? B. Literary Content (Teacher May Choose the Order in Which Texts Are Taught) 1. Core text: Catch 22 or Snow Falling on Cedars 2. Unit 3: How is freedom defined? How is the American dream subverted through language? a. “Salvation” by Langston Hughes (Essays 155‐157) b. “Declaration of Sentiments” by Elizabeth Cady Stanton (Essays 358‐361)


B1‐7 II. Essential Question: How does the Quest For Freedom Affect/Guide the Individual In Society? (continued) c. “I Have a Dream” by Martin Luther King (photocopy) d. “Two Ways to Belong in America” by Bharati Mukherjee (Essays 272‐275) e. “Me Talk Pretty One Day” by David Sedaris (Essays 340‐345) f. “A Modest Proposal” by Jonathan Swift (Essays 393‐401) 3. Unit 4: How does argument and persuasion affect freedom? a. ALA background text (ALA 257‐271) b. “Common Sense” by Thomas Paine (ALA 287‐293) c. “The Gettysburg Address” by Abraham Lincoln (ALA 1088) d. public statement by eight Alabama clergymen (photocopy) e. “Letter from a Birmingham Jail” by Martin Luther King (Essays 172‐189) f. “Resistance to Civil Government” (On Civil Disobedience) by Henry David Thoreau (ALA 697‐ 711 g. Patrick Henry’s speech to the Virginia Convention (photocopy or online) 4. Unit 5: How is the language of argument and persuasion used in film? How do filmmakers use audio and visual cues to support and argument or to manipulate/persuade an audience? (See attached mini units adapted from the AP Central Website. Teacher may use all or part of the unit at his/her discretion C. Writing Modes and Writing Assignments 1. Praise, blame, or commonplace essay choice 2. Reaction papers to various texts 3. Practice AP exam essays 4. Test responses (in class) D. Suggested Outside Reading Texts ‐ See Attached List for Student Selection Options

III. Essential Question: What Is the American Dream? (9 Weeks) A. Thematic Focus Areas Within this Unit Include: 1. How does language set us free? 2. What is the reality of the American dream?


3.1/12 3.2/12 8.1/12 9.1/12 9.2/12

D‐G A‐D A1 B2,5,7,9,11, 12 B4 A1‐4 B2 C1,2 D1,2

III. Essential Question: What Is the American Dream? (continued) 3. How does the American dream deconstruct? B. Literary Content (Teacher May Choose the Order in Which Texts Are Taught) 1. Core texts: Death of a Salesman and/or The Color of Water a. “Afternoon of an American Boy” by E. B. White (photocopy) b. “Mother Tongue” by Amy Tan (Essays 403‐408) c. “Notes of a Native Speaker” by Eric Liu (Essays 205 220) d. “Aria: Memoir of a Bilingual Childhood” by Richard Rodriguez (Essays 292‐315) e. Once More to the Lake” by E. B. White (Essays 440‐ 450) f. “No Name Woman” by Maxine Hong Kingston (Essays 190‐202) g. “Listening” by Eudora Welty (Essays 436‐443) h. “Language: the Measure of our Lives” Toni Morrison’s acceptance speech (photocopy) 2. Unit 6: What is the reality of the American dream? How does the American dream deconstruct? a. “Barbie – Q” by Sandra Cisneros (ALA 2699‐2700) b. “In Search of Our Mother’s Gardens” by Alice Walker (Essays 425‐435) c. “Sonny’s Blues” by James Baldwin (ALA 2409‐2429) C. Writing Modes and Writing Assignments 1. Personal narrative 2. Comparison assignment 3. Rhetorical analysis of The Color of Water and/or Death of a Salesman 4. Reaction papers to various texts 5. Practice AP exam essays 6. Tests (in‐class responses) D. Suggested Outside Reading Texts ‐ See Attached List for Student Selection Options

3.1/12

A1‐2 E1,2,3 F1‐3 G1‐35

IV. Essential Question: How Does Nature Affect the American Vision And Hero? (Alternate Question: How Does War Affect The American Vision And Hero?) (9 Weeks) A. Thematic Focus Areas Within the Unit Include:


3.2/12 3.3/12 3.4/12 3.5/12

A1‐9 B1‐13 C1‐7 D1,2,6 A1‐4 B1‐2 C1‐3 D1‐6 A1‐5 B1‐7 A1‐4 B1‐2 C1,3

IV. Essential Question: How Does Nature Affect the American Vision And Hero? (Alternate Question: How Does War Affect The American Vision And Hero? (continued) 1. How does the realistic hero differ from the romantic hero? What role does the anti‐hero have in American literature? 2. What is the influence of nature/war on American writing? 3. How does the gothic motif complement American writing? B. Literary Content (Teacher May Choose the Order in Which Texts Are Taught) 1. Core texts: A Farewell to Arms or the Sun Also Rises; Extremely Loud and Incredibly Close (excerpts) 2. Unit 7: What is the language of modernism? a. “The Things They Carried” by Tim O’Brien (ALA 2639‐2652) b. “The Stunt Pilot” by Annie Dillard (Essays 87‐99) c. “The Red Convertible” by Louise Erdrich (photocopy) 3. Unit 8: AP exam review and test preparation 4. Unit 9: Critical analysis paper research, writing, and oral presentation 5. Unit 10: Gothic literature – (This mini unit may be appropriately placed within several of the larger units. The teacher may choose which unit is best complemented by the Gothic Unit) a. “Young Goodman Brown” by Nathaniel Hawthorne (ALA 804‐813) b. “The Fall of the House of Usher” by Edgar Allen Poe (ALA 738‐750) c. “The Legend of Sleepy Hollow” by Washington Irving (ALA 378‐398) d. “The Yellow Wallpaper” by Charlotte Perkins Gilman (ALA 1735‐1746) e. “A Rose for Emily” by William Faulkner (photocopy) f. “Where Are You Going, Where Have You Been?” by Joyce Carol Oates (ALA 2592‐2602) g. “The Reach” by Stephen King (photocopy) C. Writing Modes and Writing Assignments


IV. Essential Question: How Does Nature Affect the American Vision And Hero? (Alternate Question: How Does War Affect The American Vision And Hero?) (continued) 1. Step‐by‐step process analysis paper on A Farewell to Arms or The Sun Also Rises (see attached model assignment) 2. Independent reading literary analysis paper/project using literary criticisms (see attached model assignment) 3. Reaction papers to various texts 4. Practice AP exam essays D. Suggested Outside Reading Texts ‐ See Attached List for Student Selection Options

Note: The New Jersey Core Curriculum Content Standards can be accessed at www.state.nj.us


DEFINING CHARACTERISTICS OF ADVANCED PLACEMENT LANGUAGE AND COMPOSITION

1. The College Board defines the AP course in English language and composition as “engaging

students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts, and in becoming skilled writers who compose a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effectiveness in writing. The goals of an AP English language and composition course are diverse because the college composition course is one of the most varied in the curriculum. The course often allows students to write in several forms ‐ narrative, exploratory, expository, and argumentative ‐ on many subjects from personal experiences to public policies, from imaginative literature to popular culture. But the overarching purpose in most first‐year writing courses is to enable students to write effectively and confidently in their college level courses across the curriculum and in their professional and personal lives. Therefore, most composition courses emphasize the expository, analytical, and argumentative writing that forms the basis of academic and professional communication, as well as the personal and reflective writing that fosters the development of writing facility in any context.”

2. Differences between AP language and composition and AP literature and composition: At

Governor Livingston High School, AP language and composition is taught during junior year and AP literature and composition is taught during senior year. The emphasis in AP English language and composition is on writing in all of the rhetorical modes and reading nonfiction texts, as well as imaginative literature. In AP literature and composition the emphasis is on poetry and imaginative literature, while maintaining a strong writing component to the course. According to the College Board, the AP literature and composition course “engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the way writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes, as well as such smaller‐scale elements as the use of figurative language, imagery, symbolism, and tone.”

3. Textbooks: The main texts for AP language and composition (AP English 3) are The Harper

Single Volume American Literature 3rd edition and Samuel Cohen’s 50 Essays. 4. Summer Assignment: Students in AP English 3 will read three full length texts, familiarize

themselves with an extensive list of literary terms, and respond to non‐fiction texts of the teacher’s discretion.


DEFINING CHARACTERISTICS OF ADVANCED PLACEMENT LANGUAGE AND COMPOSITION (continued)

5. Writing Assignments: Because writing is a primary focus of the AP language and

composition course, writing assignments in AP English 3 are varied, numerous, and rigorous. Teachers should use department rubrics (provided by department supervisor) to guide writing evaluation at grade/ability level. Additionally, AP English 3 teachers may create their own rubrics.

6. The Critical Analysis Writing Assignment: All English 3 Advanced Placement students are

required to write an essay that uses literary criticisms. This assignment serves as the “research” assignment at the 11th grade Advanced Placement level. Students will be able to research online databases independently, identify and select appropriate literary criticisms to support their original thesis statement, select appropriate quotations from the literary criticism to support their thesis statement, and embed those quotations smoothly into their original essay.

7. AP Exam Test Preparation: Preparation for the Advanced Placement Exam is an ongoing

process throughout the school year. Students will be given multiple opportunities to write timed essays and take practice multiple choice exams. The exam is administered in May and consists of 55 ‐ 60 multiple choice questions and three 40 minute essays. Beginning in May 2007, the AP English language and composition exam will contain a new type of essay question and multiple choice questions about the use of documentation and citation skills. (For a complete description of these changes, see the College Board Website.)


OUTSIDE MARKING PERIOD READING AP ENGLISH 3

Marking Period #1 Journalists/Political Writers Russell Baker, Anna Quindlen, H. L. Mencken, Joan Didion, Nora Ephron, Roger Angell, Maureen Dowd, Elizabeth Drew, M. F. K. Fisher, Frances Fitzgerald, Janet Flanner (Genet), Ellen Goodman, David Halberstam, Andy Logan, John McPhee, Norman Mailer, Jan Morris, David Remnick, Red Smith, Lincoln Steffens, Paul Theroux, Calvin Trillin, Tom Wolfe, Hunter Thompson Hannah Arendt, Simone De Beauvoir, William Buckley, Jean De Crevecoeur, W. E. B DuBois, Margaret Fuller, John Kenneth Galbraith, Henry Louis Gates, Charlotte Perkins Gilman, Thomas Hobbes, Thomas Jefferson, George Kennan, Martin Luther King, Jr., Lewis H. Lapham, John Locke, John Stuart Mill, John Milton, Thomas More, Thomas Paine, Olive Schreiner, Jonathan Swift, Alex De Tocqueville, Gore Vidal, George Wills, Garry Wills, Mary Wollstonecraft Marking Period #2 Essayists (nonfiction/autobiographies/memorists/diarists) Joseph Addison, James Agee, Margaret Atwood, Francis Bacon, James Baldwin, G. K. Chesterton, Joan Didion, Ralph Waldo Emerson, Paul Fussell, Mavis Gallant, Nadine Gordimer, Edward Hoagland, Zora Neale Hurston, Jamaica Kincaid, Charles Lamb, Doris Lessing, Norman Mailer, Nancy Mairs, Mary McCarthy, N. Scott Momaday, Michel De Montaigne, V. S. Naipaul, Tillie Olsen, George Orwell, Cynthia Ozick, Ishmael Reed, Adrienne Rich, Mordecai Richler, Sharman Apt Russell, Scott Russell Sanders, Richard Selzer, Richard Steele, Shelby Steele, Henry David Thoreau, John Updike, Alice Walker, Eudora Welty, Terry Tempest Williams, E. B. White, Virginia Woolf Marking Period #3 Science and Nature Writers Edward Abbey, Wendell Berry, Jacob Bronowski, Rachel Carson, Charles Darwin, Annie Dillard, Gretel Ehrlich, Loren Eiseley, Stepen Jay Gould, Evelyn Fox Keller, Barry Lopez, Peter Matthiessen, Margaret Mead, John Muir, David Quammen, Carl Sagan, Lewis Thomas, Jonathan Weiner Marking Period #4 Critics for use with novel unit


OUTSIDE MARKING PERIOD READING AP ENGLISH 3 (continued)

Paula Gunn Allen, Gloria Anzaldua, Michael Arlen, Matthew Arnold, Kenneth Clark, Samuel Taylor Coleridge, Arlene Croce, Ralph Waldo Emerson, Henry Louis Gates, Jr., William Hazlitt, Bell Books, Samuel Johnson, Pauline Kael, Joyce Carol Oates, Walter Pater, John Ruskin, George Santayana, George Bernard Shaw, Susan Sontag, Cornel West, Oscar Wilde, Edmund Wilson


ESSAY COLLECTIONS AND OTHER NONFICTION

Ambrose, Stephen – Undaunted Courage Bacon, Francis – Essays Baldwin, James – Collected Essays or Nobody Knows My Name Berry, Wendell – Selected Essays or Standing by Words or What are People For? Boorstin, Daniel – The Discoverers Boswell, James – Life of Johnson Bronowski, Jacob – Science and Human Values Brown, Dee – Bury My Heart at Wounded Knee Burton, Robert – The Anatomy of Melancholy Capra, Fritjof – The Tao of Physics Carson, Rachel – Silent Spring Chesterton, G. K. – Essays Chomsky, Noam – Chronicles of Dissent or Pirates and Emperors: International Terrorism Didion, Joan – Miami: Slouching Toward Bethlehem or The White Album Dillard, Annie – Pilgrim at Tinker Creek Dubois, W. E. B. – The Souls of Black Folk Ehrlich, Gretel – The Solace of Open Spaces Eiseley, Loren – The Immense Journey or The Unexpected Universe Emerson, Ralph Waldo – Selected Essays Foote, Shelby – The Civil War Frazier, Ian – The Great Plains Fussell, Paul – The Great War and Modern Memory Gibbon, Edward – The Decline and Fall of the Roman Empire Gliek, James – Chaos Gould, Stephen Jay – Ever Since Darwin or The Flamingo’s Smile or the Panda’s Thumb Hall, Donald – To Keep Moving: Essays Hazlitt, William – Selected Essays or The Plain Speaker Herodotus – The History Hughes, Robert – The Fatal Shore or The Shock of the New James, William – The Varieties of Religious Experience Jefferson, Thomas – Public Papers and Addresses Johnson, Samuel – The Idler or The Rambler or Selected Essays Lamb, Charles – Essays Lewis, C. S. – The Screwtape Letters Lopez, Barry – Arctic Dreams or Of Wolves and Men Lorenz, Konrad – King Solomon’s Ring Matthiesen, Peter – The Snow Leopard Mattingly, Garrett – The Armada McPhee, John – Coming Into the Country or The Control of Nature or the Table of Contents


ESSAY COLLECTIONS AND OTHER NONFICTION (continued)

Mencken, H. L. – The American Language Orwell, George – Homage to Catalonia or The Road to Wigan Pier or Selected Essays Parkman, Francis – History of the Conspiracy of Pontiac or The Oregon Trail Percy, Walker – The Message in the Bottle Podhoretz, Norman – The Present Danger Sachs, Oliver – An Anthropologist on Mars or The Man Who Mistook His Wife for a Hat Sagan, Carl – The Dragons of Eden or The Demon Haunted World Schama, Simon – Citizens or Dead Certainties: Unwarranted Speculations Schumacher, E. F. – Small is Beautiful Selzer, Richard – The Knife and Other Essays Thomas, Lewis – The Lives of a Cell or The Medusa and the Snail Thucydides – The History of the Peloponnesian War Tocqueville, Alexis de – Democracy in America Tuchman, Barbara – A Distant Mirror or The Guns of August or The March of Folly Twain, Mark – Letters from the Earth or Life on the Mississippi Welty, Eudora – The Eye of the Story: Selected Essays and Reviews White, E. B. – Essays of E. B. White or Selected Essays Wiener, Norbert – The Human Use of Human Beings: Cybernetics and Society Wills, Gary – Lincoln at Gettysburg Wolfe, Tom – The Purple Decades or the Right Stuff Woolf, Virginia – Collected Essays or The Common Reader or A Room of One’s Own


RESOURCES/ACTIVITIES GUIDE

I. Writing A. Process ideas for teaching students to use and write about literary criticism. 1. Sample writing assignment (regular level assignment or as an introductory assignment for honors). 2. Pre‐literary criticism research assignment . B. Writing assignments. 1. Progymnasmata: sequence of rhetorical assignments. 2. Reaction paper guidelines handout. 3. Personal narrative writing assignment (see also progymnasmata). 4. R.A.F.T writing prompt grid. 5. A Farewell to Arms ‐ mini assignment (creative). 6. Model writing activity for The Crucible. 7. Personal essay based upon Thoreau’s “Where I Lived and What I Lived For”. 8. Culminating research and literary analysis project guidelines. C. Writing tips 1. Handout: the purpose of writing to communicate. 2. Correction symbol handout for students. 3. Documenting material handouts. 4. Using and evaluating Internet sources. 5. Works cited page information. 6. Model bibliography and note card format handouts. II. Summer assignment

A. 2010 ‐2011 summer assignment (model). B. Literary terms list.

III. Literary Analysis Tips

A. “Features to look for when analyzing prose style” handout. B. Analyzing style and language in a text question. C. Evaluating Internet sources.

IV. Rubrics

A. Sample research project oral presentation evaluation rubric. B. A Farewell to Arms/The Sun Also Rises critical analysis paper rubric. C. Text review/critical analysis research essay rubric. D. Critical analysis research project paper rubric.


RESOURCES/ACTIVITIES GUIDE (continued)

IV. Rubrics ( continued) E. Persuasive speech rubric. F. Eleventh grade writing rubric.

V. Activities and lessons to accompany texts. A. Gothic tales group work assignment. B. Literature of protest handout. C. Satire handout. D. Exercises for de Crevecoeur’s “What is an American?” E. “The Red Convertible” (short story photocopy).



Sample Assignment for Critical Analysis Writing Assignment

• Teachers may wish to follow this model with prior process steps to assign regular English 3 students the critical analysis essay

• Teachers may wish to follow this model as a process step as part of an introduction to literary criticism for English 3 Honors students

A Farewell To Arms Writing Assignment

Using Literary Criticism to support your ideas…

Writing Workshop Draft Due:

Final Draft Due:

Your task: Write a thoughtful response to one of the questions listed below. Your response should include an insightful thesis statement that you prove with ample support from A Farewell to Arms and support from at least one of the suggested criticisms.

Guidelines: To successfully complete this writing assignment, you need to have a solid understanding of the novel, A Farewell to Arms, and an understanding of at least one of the criticisms cited below. I recommend that you read more than one of the criticisms so that you use the criticism(s) that best support your response. You will need to use parenthetical citations with every quotation (or paraphrased idea) and you must include a works cited page. A rubric will be provided soon.

Length: 3–4 pages, double‐spaced, 12 point font (not to exceed 4 pages)

Essay Questions

1. Critics often discuss Hemingway’s fiction as a celebration of a specific type of manhood. What kind of man does A Farewell to Arms celebrate and how does Hemingway achieve this effect?

2. Hemingway explores morality in love and war throughout A Farewell to Arms. How does Hemingway develop Lt. Henry’s morality as he interacts with various other characters? What message emerges from the text about morality in love and war?



Sample Assignment For Critical Analysis Writing Assignment (Continued)

Criticisms from which you should gather support…

To read the criticisms, go to the GL Library online database: http://www.bhpsnj.org/imc (see attached sheet)

“Overview of A Farewell to Arms”

Critic: Arnold A. Markley Source: "Overview of A Farewell to Arms," in Exploring Novels, Gale, 1998. Criticism about: A Farewell to Arms Author Covered: Ernest Hemingway

“A Farewell to Arms” (*handout)

Critic: Ford Madox Ford Source: The Great American Novel, edited by Anne Skillion Criticism about: A Farewell to Arms Author Covered: Ernest Hemingway

“The Religion of Death in A Farewell to Arms”

Critic: James F. Light Source: "The Religion of Death in A Farewell to Arms," in The Merrill Studies in "A

Farewell to Arms," edited by John Graham, Charles E. Merrill Publishing Company, 1971, pp. 39‐45.

Criticism about: A Farewell to Arms Author Covered: Ernest Hemingway

“A Farewell to Arms”

Critic: William A. Glaser Source: "A Farewell to Arms," in The Sewanee Review, Vol. LXXIV, No. 2, Spring,

1966, pp. 452‐69. Criticism about: A Farewell to Arms Author Covered: Ernest Hemingway



Sample Assignment For Critical Analysis Writing Assignment (Continued)

“A Farewell to Arms: The Danger of Imagination”

Critic: Dewey Ganzel Source: "A Farewell to Arms: The Danger of Imagination," in The Sewanee

Review, Vol. LXXIX, No. 4, Autumn, 1971, pp. 576‐97. Criticism about: A Farewell to Arms Author Covered: Ernest Hemingway

For an interesting and accessible explanation of Literary Theory: http://mesastate.edu/~blaga/ theoryindex/theoryhomex.html

Writing Activity for The Crucible The following activity enables students to better understand the experiences of others through exploratory writing. As a pre‐writing activity ask students to do a three minute free write on the following quote:

“Writing helps us to understand our own experiences in life as well as the experiences of others.”

Students imagine themselves as visitors to Salem while events in The Crucible are taking place. This activity works best after reading Act 3, in which the trials are taking place. As “visitors” to Salem students record their reactions to the events they see unfolding around them. They can adopt any persona they wish: a relative or friend of one of the accused, a reporter covering the trial, a person previously accused and acquitted in the earlier Boston trial, or someone just passing through Salem. Students share their reactions with the class.

Film Mini‐unit

The College Board’s “AP English Language and Composition: Using Documentary Film as an Introduction to Rhetoric” hyperlink: AP_CurricModEnglish.pdf


SUGGESTED AUDIO VISUAL/COMPUTER AIDS

Angela’s Ashes by Frank McCourt (audio book, narrated by Frank McCourt) Video: Walt Whitman, Voices and Visions Series Video: Toni Morrison, Profile of a Writer Series Video: The Adventures of Huckleberry Finn Video: A Soldier’s Story, based on Ernest Hemingway’s Short Story Video: A Son of Africa: The Slave Narrative of Olaudah Equiano Video: Langston Hughes, Voices and Visions Series Video: The Color Purple Video: Against the Odds: The Artists of the Harlem Renaissance Video: The Joy that Kills, based on a short story by Kate Chopin (not available in IMC) Video: The Private World of Emily Dickinson Video: Emily Dickinson, Voices and Visions Series Video: The Great Gatsby Video: The Scarlet Letter Video: The Crucible Video: Death of a Salesman Video: T.S. Eliot, Voices and Visions Series Video: Ethan Frome Video: A Farewell to Arms Video: The New England Transcendentalists Video: The Fall of the House of Usher Video: A Rose for Emily Audio Tape: A Walk in the Woods: Rediscovering America on the Appalachian Trail, by Bill

Bryson Additional Media Sources: Video: Robert Frost, Voices and Visions Series Video: William Faulkner, American Writer Video: The Bear, based on a short story by William Faulkner Video: Billy Budd by Herman Melville Video: Sylvia Plath, Voices and Visions Series Video: William Carlos Williams, Voices and Visions Series Video: Robert Lowell, Voices and Visions Series Video: Marianne Moore, Voices and Visions Series Video: Elizabeth Bishop, Voices and Visions Series Video: Hart Crane, Voices and Visions Series Video: The Dead Poet’s Society Video: Big Fish (not available in IMC)


SUGGESTED AUDIO VISUAL/COMPUTER AIDS (continued) CD: David Sedaris (There are several CD’s by Sedaris that may be used for examples of satire. Not available in IMC.) www.pbs.org/greatspeaches All DVDs listed in The College Board’s “Using Film as an Introduction to Rhetoric” curriculum

unit.


SUGGESTED MATERIALS Resources for Students The Harper Single Volume American Literature. New York, NY: Longman, 1999. 50 Essays. New York, NY: Bedford, 2004. MLA Handbook for Writers of Research Papers, 6th ed. Resources for Teachers Bouwman, Heather. Instructor’s Manual, The Harper Single Volume American Literature. Dunn, Kathleen, et al. Advanced Placement Writing 1: Strategies for Honors, Gifted, and AP Students. The Center for Learning, 2000.

Hochschild, Jennifer. Facing Up to the American Dream: Race, Class, and the Soul of the Nation (Chapter One). Princeton: Princeton University Press, 1995.

Kaplan. The New SAT 2005 Edition. New York: Simon and Schuster, 2004. MLA Handbook. Murphy, Barbara and Estelle Rankin. AP English Language: 5 Steps to a 5. New York:

McGraw‐Hill, 2002. Propaganda and Mass Persuasion: A Historical Encyclopedia, 1500 to the Present

governor livingston high school

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