GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Advanced
Placement English Literature and Composition
Subject: English
Grade Level: Grade 12
Department/School: English Department/Glen
Ridge High School
Duration Full
year
Number of Credits 5 Credits
Prerequisite: English
11 Honors (B+ or better) and Teacher Recommendation
Elective or Required: Elective
Author:
Date Submitted: Summer 2006
Course Description
Advanced Placement English Literature and Composition 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 ways writers use language to provide both meaning and pleasure for their readers. Students consider a work’s structure, style and themes as well as technical elements such as the use of figurative language, imagery, symbolism, and tone. Students also study writing analysis of literature focusing on annotation, evaluative essays, reactions papers, research papers, reading journals and creative responses. Through the experience of their own writing, students learn the resources of our language including syntax, diction and voice. Class participation is required as the course is conducted as a seminar and designed for students who are capable of doing college level work while still in high school.
GLEN RIDGE PUBLIC SCHOOLS
LANGUAGE ARTS MISSION STATEMENT
In order to pursue interdisciplinary lifelong learning, students need the skills to communicate effectively. Through a challenging, sequential academic curriculum, the Glen Ridge Language Arts Literacy Program provides all students with varied and integrated experiences. The skills of reading, writing, listening, speaking, viewing, presenting and researching will enable them to effectively participate in school and in society, respectful of various points of views while displaying creative and critical thinking skills.
GOALS OF THE
Provided with an environment that encourages creativity as well as expression of unique feelings and thoughts, students will:
GOALS OF ADVANCED PLACEMENT ENGLISH
LITERATURE AND COMPOSITION
Commensurate with 2006 Advanced Placement program of The College Board, the focus of English Literature and Composition includes:
All skills of the New Jersey Core Curriculum Standards for Language Arts Literacy and the High School Proficiency Assessment are met, exceeded and referenced throughout the curriculum.
D. Fluency
1. Read developmentally appropriate materials at an
independent level with accuracy and speed.
2. Use appropriate rhythm, flow, meter, and pronunciation
when reading.
3. Read a variety of genres and types of text with
fluency and comprehension.
E. Reading Strategies (before, during, and after reading)
1. Identify, assess, and apply personal reading
strategies that were most effective in previous learning from a variety of
texts.
2. Practice visualizing techniques before, during, and
after reading to aid in comprehension.
3. Judge the most effective graphic organizers to use
with various text types for memory retention and monitoring comprehension.
F. Vocabulary and Concept Development
1. Use knowledge of word origins and word relationships,
as well as historical and literary context clues, to determine the meanings of
specialized vocabulary.
2. Use knowledge of root words to understand new words.
3. Apply reading vocabulary in different content areas.
G. Comprehension Skills and Response to Text
1. Identify, describe, evaluate, and synthesize the
central ideas in informational texts.
2. Understand the study of literature and theories of
literary criticism.
3. Understand that our literary heritage is marked by
distinct literary movements and is part of a global literary tradition.
4. Compare and evaluate the relationship between past
literary traditions and contemporary writing.
5. Analyze how works of a given period reflect historical
and social events and conditions.
6. Recognize literary concepts, such as rhetorical
device, logical fallacy, and jargon, and their effect on meaning.
7. Interpret how literary devices affect reading emotions
and understanding.
8. Analyze and evaluate the appropriateness of diction
and figurative language (e.g., irony, paradox).
9. Distinguish between essential and nonessential
information, identifying the use of proper references and propaganda techniques
where present.
10. Differentiate between fact and opinion by using
complete and accurate information, coherent arguments, and points of view.
11. Analyze how an author’s use of words creates tone and
mood, and how choice of words advances the theme or purpose of the work.
12. Demonstrate familiarity with everyday texts such as
job and college applications, W-2 forms, and contracts.
13. Read, comprehend, and be able to follow information
gained from technical and instructional manuals (e.g., how-to books, computer
manuals, or instructional manuals).
H. Inquiry and Research
1. Select appropriate electronic media for research and
evaluate the quality of the information received.
2. Develop materials for a portfolio that reflect a
specific career choice.
3. Develop increased ability to critically select works
to support a research topic.
4. Read and critically analyze a variety of works,
including books and other print materials (e.g., periodicals, journals,
manuals), about one issue or topic, or books by a single author or in one
genre, and produce evidence of reading.
5. Apply information gained from several sources or books
on a single topic or by a single author to foster an argument, draw
conclusions, or advance a position.
6. Critique the validity and logic of arguments advanced
in public documents, their appeal to various audiences, and the extent to which
they anticipate and address reader concerns.
A. Writing as a Process (prewriting, drafting, revising, editing, post
writing)
1. Engage in the full writing process by writing daily
and for sustained amounts of time.
2. Use strategies such as graphic organizers and outlines
to plan and write drafts according to the intended message, audience, and
purpose for writing.
3. Analyze and revise writing to improve style, focus and
organization, coherence, clarity of thought, sophisticated word choice and sentence
variety, and subtlety of meaning.
4. Review and edit work for spelling, usage, clarity, and
fluency.
5. Use the computer and word-processing software to
compose, revise, edit, and publish a piece.
6. Use a scoring rubric to evaluate and improve own
writing and the writing of others.
7. Reflect on own writing and establish goals for growth
and improvement.
B. Writing as a Product (resulting in a formal product or publication)
1. Analyze characteristics, structures, tone, and
features of language of selected genres and apply this knowledge to own
writing.
2. Critique published works for authenticity and
credibility.
3. Draft a thesis statement and support/defend it through
highly developed ideas and content, organization, and paragraph development.
4. Write multi-paragraph, complex pieces across the
curriculum using a variety of strategies to develop a central idea (e.g., cause/effect,
problem/solution, hypothesis/results, rhetorical questions, parallelism).
5. Write a range of essays and expository pieces across
the curriculum, such as persuasive, analytic, critique, or position paper.
6. Write a literary research paper that synthesizes and
cites data using researched information and technology to support writing.
7. Use primary and secondary sources to provide evidence,
justification, or to extend a position, and cite sources, such as periodicals,
interviews, discourse, and electronic media.
8. Foresee readers’ needs and develop interest through
strategies such as using precise language, specific details, definitions,
descriptions, examples, anecdotes, analogies, and humor as well as anticipating
and countering concerns and arguments and advancing a position.
9. Provide compelling openings and strong closure to
written pieces.
10. Employ relevant graphics to support a central idea
(e.g., charts, graphic organizers, pictures, computer-generated presentation).
11. Use the responses of others to review content,
organization, and usage for publication.
12. Select pieces of writing from a literacy folder for a
presentation portfolio that reflects performance in a variety of genres.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such
as sentence structure, grammar and usage, punctuation, capitalization, and
spelling.
2. Demonstrate a well-developed knowledge of English syntax
to express ideas in a lively and effective personal style.
3. Use subordination, coordination, apposition, and other
devices effectively to indicate relationships between ideas.
4. Use transition words to reinforce a logical
progression of ideas.
5. Exclude extraneous details, repetitious ideas, and
inconsistencies to improve writing.
6. Use knowledge of Standard English conventions to edit
own writing and the writing of others for correctness.
7. Use a variety of reference materials, such as a
dictionary, grammar reference, and/or Internet/software resources to edit
written work.
8. Write legibly in manuscript or cursive to meet
district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Employ the most effective writing formats and strategies
for the purpose and audience.
2. Demonstrate command of a variety of writing genres,
such as:
·
Persuasive essay
·
Personal
narrative
·
Research report
·
Literary research
paper
·
Descriptive essay
·
Critique
·
Response to
literature
·
Parody of a
particular narrative style (fable, myth, short story)
·
Poetry
3. Evaluate the impact of an author’s decisions regarding
tone, word choice, style, content, point of view, literary elements, and
literary merit, and produce an interpretation of overall effectiveness.
4. Apply all copyright laws to information used in
written work.
5. When writing, employ structures to support the reader,
such as transition words, chronology, hierarchy or sequence, and forms, such as
headings and subtitles.
6. Compile and synthesize information for everyday and workplace
purposes, such as job applications, resumes, business letters, and college applications.
7. Demonstrate personal style and voice effectively to
support the purpose and engage the audience of a piece of writing.
8.
Select pieces of
writing from a literacy folder for a presentation portfolio that reflects
performance in a variety of genres.
Speaking - NJCCS
S.3.3
A. Discussion
1. Support a position integrating multiple perspectives.
2. Support, modify, or refute a position in small or
large-group discussions.
3. Assume leadership roles in student-directed
discussions, projects, and forums.
4. Summarize and evaluate tentative conclusions and take
the initiative in moving discussions to the next stage.
B. Questioning (Inquiry) and Contributing
1. Ask prepared and follow-up questions in interviews and
other discussions.
2. Extend peer contributions by elaboration and
illustration.
3. Analyze, evaluate, and modify group processes.
4. Select and discuss literary passages that reveal
character, develop theme, and illustrate literary elements.
5. Question critically the position or viewpoint of an
author.
6. Respond to audience questions by providing
clarification, illustration, definition, and elaboration.
7. Participate actively in panel discussions, symposiums,
and/or business meeting formats (e.g., explore a question and consider
perspectives).
C. Word Choice
1. Modulate tone and clarify thoughts through word
choice.
2. Improve word choice by focusing on rhetorical devices
(e.g., puns, parallelism, allusion, alliteration).
D. Oral Presentation
1. Speak for a variety of purposes (e.g., persuasion,
information, entertainment, literary interpretation, dramatization, personal
expression).
2. Use a variety of organizational strategies (e.g.,
focusing idea, attention getters, clinchers, repetition, transition words).
3. Demonstrate effective delivery strategies (e.g., eye
contact, body language, volume, intonation, articulation) when speaking.
4. Edit drafts of speeches independently and in peer
discussions.
5. Modify oral communications through sensing audience
confusion, and make impromptu revisions in oral presentation (e.g.,
summarizing, restating, adding illustrations/details).
6.
Use a rubric to
self-assess and improve oral presentations.
A. Active Listening
1. Explore and reflect on ideas while hearing and
focusing attentively.
2. Listen skillfully to distinguish emotive and
persuasive rhetoric.
3. Demonstrate appropriate listener response to ideas in
a persuasive speech, oral interpretation of a literary selection, or scientific
or educational presentation.
B. Listening Comprehension
1. Listen to summarize, make judgments, and evaluate.
2. Evaluate the credibility of a speaker.
3.