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AP English Literature and Composition James Madison High School, San Antonio, TX Advanced Placement Summer Institute July 27 - 30, 2015 AP English Literature and Composition Jerry Brown [email protected] "All In" Campaign 1 Because My Students Asked Me by Taylor Mali 109 AP English Language and Composition 2 “Batter my heart”: the (meta)physical poets 110 AP English Language Course Resources 4 Batter my heart, three-person’d God 110 AP English Literature and Composition 6 The Collar (MC) 112 AP English Literature Course Resources 8 The Flea 117 "Why AP Matters" Newsweek 10 To his Coy Mistress 118 Levels of Reading and Questioning the Text 13 Great Chain of Being 121 How to read "Difficult Texts" 14 A Valediction: Forbidding Mourning 121 Getting students "unstuck" and marking the text 15 Death, be not proud; A Hymn to God the Father 123 Why We Should Read Poetry – Amy Lowell 16 The Retreat 124 Why Teaching Poetry Is So Important 18 Renunciation, I felt a funeral in my brain 125 Things to remember when reading poetry 22 Quarrel in Old Age, The Balloon Of the Mind 126 Things to remember when analyzing poetry 23 Irony (Thanks to Sharon Kingston) 127 Poetry Terms (brief list) 24 Satire: What do we want to change? 130 Multiple Choice General Instructions 25 Just In Time For Spring 136 1982 Exam Stems 28 “Baby Cakes” 137 1987 Exam Stems 30 Question 2 (2000) – The Spectator 139 1991 Exam Stems 32 Question 2 (2006) – Lady Windermere’s Fan 140 1994 Exam Stems 34 Question 2 (2002) – Kiss and Tell 141 1999 Exam Stems 36 Question 2 (2010) – Belinda 143 2004 Exam Stems 38 Madam and the Rent Man 144 2009 Exam Stems 40 Sarah Cynthia Sylvia Stout 145 Poetry and Prose used in released exams 42 The Chimney Sweeper 146 Instructional words used in exam stems 43 The Past is Expanding 147 Frequency of terms used in released exams 45 Short Stories – Vonnegut and Twain 148 Vocabulary used in released exams 50 Long Walk to Forever - Kurt Vonnegut, Jr. 148 Types of Questions on the Multiple Choice 53 Mrs. McWilliams and the Lightning - Mark Twain 154 Predicting your AP test score 54 Tom Edison's Shaggy Dog - Kurt Vonnegut, Jr. 159 The Language of Literary Analysis – Carol Jago 55 The Story of the Bad Little Boy - Mark Twain 163 BAT the prompt 57 The Story of the Good Little Boy - Mark Twain 165 Poetry Question 2012 59 Edgar Allan Poe 168 Scoring Guide - Poetry - 2012 60 "The Philosophy of Composition" - Edgar Allan Poe 168 Student Samples - Poetry - 2012 61 The Tell-Tale Heart - Edgar Allan Poe - analysis lesson 170 Prose Question 2012 66 Murder He Wrote - How People Die in Poe's Stories 177 Scoring Guide - Prose Question 2012 67 Sonnet - To Science - Poe (analysis) 178 Student Samples - Prose Questions 2012 68 Question 2 (1994) Poe's To Helen 181 Open Question 2012 73 Student Samples - 9s 181 Scoring Guide - Open - AP Literature 2012 74 Opening to The Fall of the House of Usher - Poe 184 Student Samples - Open - AP Literature 2012 75 The Conqueror Worm - Poe - analysis on your own 185 Quiet The Power of Introverts in a World That ending to The Premature Burial - analysis essay 187 Can’t Stop Talking 80 More Short Stories - A Haunted House 190 Fooling with Words One of These Days 192 New Year’s Day by Coleman Barks 98 The Fog Horn 195 Jars of Springwater translated by Coleman Barks 98 The Whirligig of Life 201 Where Everything is Music translated by Barks 99 Maud Martha Spares the Mouse 206 oh absalom my son my son by Lucille Clifton 100 The Wife's Story 207 Golden Retrievals by Mark Doty 100 The Fun They Had 209 Messiah (Christmas Portions) by Mark Doty 101 Priscilla and the Wimps 211 Brian Age Seven by Mark Doty 103 Kiosk Presentations 214 The Envoy by Jane Hirshfield 104 Poetry for Kiosk Presentations 215 Symposium by Paul Muldoon 105 Beowulf, Superman, Batman, and Marvel.com 219 Halley’s Comet by Stanley Kunitz 105 Ek”phrastic Poetry 229 The Clasp by Sharon Olds 106 The Crowd (Teaching Silent Film) 245 To Television by Robert Pinsky 107 The Grapes of Wrath 262 I Chop Some Parsley by Billy Collins 108 From Chapter 1 263 “California Crop harvests plummet” 265 “Less than 60 days…” 266 Reporter’s Notebook 267 From chapters 5, 9, and 11 268 “Banks forced to Pay Foreclosure Victims” 270 “US foreclosure activity rises…” 271 From chapters 17 and 19 273 “Immigrants are good for the economy” 274 Chapter 3 276 Tartuffe, Earnest, the Bald Soprano 279 Tempest in the lunch room 301 AP Syllabus Example 303 Reading Record Cards 312 How to Read to Analyze Literature 317 The Overwhelming Question(s) 329 Calendar Bookmark 331 AP Strategies for Any Class 332 Acronyms Are Our Friends 337 What AP Readers Long to See… 352 Action Plan for the year 356 James Madison High School APSI 2015 Dear Members, Jerry W. Brown 1 Development is under way on the College Board's new "All In" campaign, a coordinated effort between the College Board and its members to dramatically increase the number of African American, Latino, and Native American students with AP® potential who enroll in AP classes. When we say "All In," we mean it. We want 100 percent of students who have demonstrated the potential to be successful in AP to take at least one AP course. Performance on the PSAT/NMSQT® is a strong predictor of success in AP classes, and despite significant progress, African American, Latino, and Native American students who show AP potential through the PSAT/NMSQT still enroll in AP classes at a rate far below those of white and Asian students. You and your colleagues have been and will continue to be the leaders of this work. As we design All In, we want to align with your day-to-day efforts to improve student achievement. Amy Wilkins, the College Board's senior fellow for social justice, is leading the All In campaign, and she needs your help. Please take a few minutes to send an email to Amy at [email protected] detailing strategies for expanding access to AP, particularly for high-achieving African American, Latino, and Native American students. We look forward to working with you. Sincerely, David James Madison High School APSI 2015 Jerry W. Brown 2 AP® ENGLISH LANGUAGE About the Advanced Placement Program® (AP®) The Advanced Placement Program® enables willing and academically prepared students to pursue college-level studies — with the opportunity to earn college credit, advanced placement, or both — while still in high school. AP Exams are given each year in May. Students who earn a qualifying score on an AP Exam are typically eligible to receive college credit and/or placement into advanced courses in college. Every aspect of AP course and exam development is the result of collaboration between AP teachers and college faculty. They work together to develop AP courses and exams, set scoring standards, and score the exams. College faculty review every AP teacher’s course syllabus. AP English Program AP English Language and Composition Course Content The AP English Language and Composition course is designed The AP Program offers two courses in English studies, each to help students become skilled readers and writers through designed to provide high school students the opportunity to engage engagement with the following course requirements: with a typical introductory-level college English curriculum. • Composing in several forms (e.g., narrative, expository, The AP English Language and Composition course focuses on analytical, and argumentative essays) about a variety of subjects the development and revision of evidence-based analytic and argumentative writing and the rhetorical analysis of nonfiction texts. • Writing that proceeds through several stages or drafts, with revision aided by teacher and peers The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, • Writing informally (e.g., imitation exercises, journal keeping, poetry, drama) from various periods. collaborative writing), which helps students become aware of themselves as writers and the techniques employed by other There is no prescribed sequence of study, and a school may offer writers one or both courses. • Writing expository, analytical, and argumentative compositions AP English Language and Composition Course Overview based on readings representing a variety of prose styles and genres The AP English Language and Composition course aligns to • Reading nonfiction (e.g., essays, journalism, science an introductory college-level rhetoric and writing curriculum, writing, autobiographies, criticism) selected to give students which requires students to develop evidence-based analytic and opportunities to identify and explain an author’s use of argumentative essays that proceed through several stages or drafts. rhetorical strategies and techniques1 Students evaluate, synthesize, and cite research to support their • Analyzing graphics and visual images both in relation to arguments. Throughout the course, students develop a personal written texts and as alternative forms of text themselves style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects • Developing research skills and the ability to evaluate, use, and in non-fiction texts, including graphic images as forms of text, from cite primary and secondary sources many disciplines and historical periods. • Conducting research and writing argument papers in which students present an argument of their own that includes the PREREQUISITE analysis and synthesis of ideas from an array of sources There are no prerequisite courses for AP English Language • Citing sources using a recognized editorial style (e.g., and Composition. Modern Language Association, The Chicago Manual of Style) Students should be able to read and comprehend college-level • Revising their work to develop texts and apply the conventions of Standard Written English in o A wide-ranging vocabulary used appropriately and their writing.
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