Standards Curriculum Map Bourbon County Schools
Level: AP English IV Grade and/or Course: AP English IV Updated: May 2012 e.g. = Example only
Days Unit/Topic AP Standards Activities Learning Vocabulary Targets (“I Can” Statements) August 9- Unit One: Analyze a work’s Students will be I can analyze a Thesis August 24 Developing structure, style and introduced to the work’s structure, Statement Close themes, as well as such analytical process style and themes, Literary Reading smaller-scale elements as using poems, as well as such Analysis Essay Strategies the use of figurative essays, and smaller-scale Style [Focus on language, imagery, editorials. elements as the Tone Tone and symbolism and tone. use of figurative Irony Irony] Students learn language, Character Read deliberately and several strategies imagery, Point of view thoroughly, taking time to for responding to symbolism and Plot understand a work’s reading that they tone. ACTIVE Reading complexity, to absorb its will be expected to Annotation richness of meaning, and rely on I can read to analyze how that throughout the deliberately and meaning is embodied in year. Strategies thoroughly, literary form. include selective taking time to highlighting and understand a Reflect on the social and annotation in the work’s historical values it text, ACTIVE complexity, to reflects and embodies. reading guides, absorb its color coding of richness of Analyze literary works text for certain meaning, and to through close reading to elements, analyze how that arrive at an marginal meaning is understanding of their annotation with embodied in multiple meanings. sticky notes, and literary form. response in a 1 Assess the quality and reading log. The I can reflect on artistic achievement of hope is that by the social and literary works and being introduced historical values consider their social and to multiple it reflects and cultural values. strategies, each embodies. student will find a Write using a wide- response strategy I can analyze ranging vocabulary used that works for him literary works with denotative accuracy or her to use when through close and connotative responding to text reading to arrive resourcefulness; a variety throughout the at an of sentence structures, year. understanding of including appropriate use their multiple of subordinate and Bellwork: meanings. coordinate constructions; Allusions logical organization, I can assess the enhanced by specific Reading: quality and techniques of coherence Thomas Carlyle artistic such as repetition, “Essay on Work”; achievement of transitions and emphasis; Hawthorne literary works a balance of “Young Goodman and consider generalization with Brown”; “The their social and specific illustrative detail; Garden Party”; cultural values. and an effective use of “Araby”; O’Connor rhetoric, including “First Confession” I can write using controlling tone, and other similar a wide-ranging maintaining a consistent works vocabulary used voice. with denotative Common accuracy and Assessment: connotative -AP Style Multiple resourcefulness; Choice Passage a variety of -AP Style 40 sentence Minute Essay structures, Analyzing Tone in including a Passage appropriate use of subordinate 2 and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, including controlling tone, maintaining a consistent voice. Days Unit/Topic AP Standards Activities Learning Targets Vocabulary (“I Can” Statements) August 27- Unit Two: Analyze a work’s The short story I can analyze a Thesis October 19 The Short structure, style and unit focuses on work’s structure, Statement Story themes, as well as such specific elements style and themes, Literary smaller-scale elements as of literature and as well as such Analysis Essay the use of figurative their significance smaller-scale Style language, imagery, to tone and elements as the Tone symbolism and tone. meaning. Key use of figurative Irony elements are point language, Verbal Irony Read deliberately and of view, imagery, Dramatic Irony thoroughly, taking time to characterization, symbolism and Situational understand a work’s conflict, setting, tone. Irony complexity, to absorb its symbolism and Character 3 richness of meaning, and irony. I can read Point of view to analyze how that deliberately and Plot meaning is embodied in Bellwork: thoroughly, ACTIVE Reading literary form. Allusions taking time to Annotation understand a Characterization Reflect on the social and Reading: work’s Conflict historical values it Works studied complexity, to Setting reflects and embodies. include Kate absorb its Symbolism Chopin, “The Story richness of Analyze literary works of an Hour;” meaning, and to through close reading to Ernest analyze how that arrive at an Hemingway, “Hills meaning is understanding of their Like White embodied in multiple meanings. Elephants;” literary form. Charlotte Perkins Assess the quality and Gilman, “The I can reflect on artistic achievement of Yellow the social and literary works and Wallpaper;” historical values consider their social and Flannery it reflects and cultural values. O’Connor, “A Good embodies. Man is Hard to Write using a wide- Find;” Joyce Carol I can analyze ranging vocabulary used Oates, “Where Are literary works with denotative accuracy You Going, Where through close and connotative Have You Been?” reading to arrive resourcefulness; a variety Shirley Jackson, at an of sentence structures, “The Lottery;” Guy understanding of including appropriate use de Maupassant, their multiple of subordinate and “The Necklace;” meanings. coordinate constructions; William Faulkner, logical organization, “A Rose for I can assess the enhanced by specific Emily;” and Tim quality and techniques of coherence O’Brien, “The artistic such as repetition, Things They achievement of transitions and emphasis; Carried.” literary works a balance of Representative and consider generalization with authors for Fiction their social and 4 specific illustrative detail; (novel and short cultural values. and an effective use of story) include: rhetoric, including Chinua Achebe; I can write using controlling tone, Sherman Alexie; a wide-ranging maintaining a consistent Isabel Allende; vocabulary used voice. Rudolfo Anaya; with denotative Margaret Atwood; accuracy and Jane Austen; connotative James Baldwin; resourcefulness; Saul Bellow; a variety of Charlotte Brontë; sentence Emily Brontë; structures, Raymond including Carver; Willa appropriate use Cather; John of subordinate Cheever; Kate and coordinate Chopin; Sandra constructions; Cisneros; Joseph logical Conrad; organization, Edwidge Danticat; enhanced by Daniel Defoe; specific Anita Desai; techniques of Charles Dickens; coherence such Fyodor as repetition, Dostoevsky; transitions and George Eliot; emphasis; a Ralph Ellison; balance of Louise Erdrich; generalization William Faulkner; with specific Henry Fielding; illustrative F. Scott Fitzgerald; detail; and an E. M. Forster; effective use of Thomas Hardy; rhetoric, Nathaniel including Hawthorne; controlling tone, Ernest maintaining a Hemingway; Zora consistent voice. 5 Neale Hurston; Kazuo Ishiguro; Henry James; Ha Jin; Edward P. Jones; James Joyce; Maxine Hong Kingston; Joy Kogawa; Jhumpa Lahiri; Margaret Laurence; D. H. Lawrence; Chang- rae Lee; Bernard Malamud; Gabriel García Márquez; Cormac McCarthy; Ian McEwan; Herman Melville; Toni Morrison; Bharati Mukherjee; Vladimir Nabokov; Flannery O’Connor; Orhan Pamuk; Katherine Anne Porter; Marilynne Robinson; Jonathan Swift; Mark Twain; John Updike; Alice Walker; Evelyn Waugh; Eudora Welty; Edith Wharton; John Edgar Wideman; Virginia 6 Woolf; Richard Wright
Common Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Passage Based Essay Days Unit/Topic AP Standards Activities Learning Targets Vocabulary (“I Can” Statements) October 22- Unit Three: Analyze a work’s The poetry unit I can analyze a Thesis December 19 Poetry structure, style and expands the work’s structure, Statement themes, as well as such critical analysis style and themes, Literary smaller-scale elements as skills and the as well as such Analysis Essay the use of figurative vocabulary of smaller-scale Style language, imagery, analysis and elements as the Tone symbolism and tone. reinforces the use of figurative Irony analytical process language, Verbal Irony Read deliberately and practiced during imagery, Dramatic Irony thoroughly, taking time to the opening unit symbolism and Situational understand a work’s on tone, irony, and tone. Irony complexity, to absorb its satire and in the Character richness of meaning, and short story unit. I can read Point of view to analyze how that deliberately and Plot meaning is embodied in Students read thoroughly, ACTIVE Reading literary form. assigned material taking time to Annotation in advance and understand a Characterization Reflect on the social and discuss the work, work’s Conflict historical values it consistently trying complexity, to Setting reflects and embodies. to make absorb its Symbolism connections to the richness of TP-CASTT Analyze literary works underlying meaning, and to Explication through close reading to meaning of the analyze how that Sonnet arrive at an work. meaning is Ode 7 understanding of their embodied in Ballad multiple meanings. Bellwork: literary form. Elegy AP Vocabulary Lyric Assess the quality and I can reflect on artistic achievement of Reading: the social and literary works and Works studied historical values consider their social and include Billy it reflects and cultural values. Collins, “An embodies. Introduction to Write using a wide- Poetry;” George I can analyze ranging vocabulary used Bogin, literary works with denotative accuracy “Cottontail;” Walt through close and connotative Whitman, “A reading to arrive resourcefulness; a variety Noiseless Patient at an of sentence structures, Spider;” Andrew understanding of including appropriate use Marvell, “To His their multiple of subordinate and Coy Mistress;” meanings. coordinate constructions; Wilfred Owen, logical organization, “Dulce et Decorum I can assess the enhanced by specific Est;” Robert Frost, quality and techniques of coherence “The Mending artistic such as repetition, Wall,” Dudley achievement of transitions and emphasis; Randall, “Ballad of literary works a balance of Birmingham;” and consider generalization with Theodore their social and specific illustrative detail; Roethke, “Elegy to cultural values. and an effective use of Jane.” rhetoric, including Representative I can write using controlling tone, authors include: a wide-ranging maintaining a consistent W. H. Auden; vocabulary used voice. Elizabeth Bishop; with denotative William Blake; accuracy and Anne Bradstreet; connotative Edward Kamau resourcefulness; Brathwaite; a variety of Gwendolyn sentence Brooks; Robert structures, 8 Browning; George including Gordon, Lord appropriate use Byron; of subordinate Lorna Dee and coordinate Cervantes; constructions; Geoffrey Chaucer; logical Lucille Clifton; organization, Samuel Taylor enhanced by Coleridge; specific Billy Collins; H. D. techniques of (Hilda Doolittle); coherence such Emily Dickinson; as repetition, John Donne; Rita transitions and Dove; Paul emphasis; a Laurence Dunbar; balance of T. S. Eliot; Robert generalization Frost; Joy Harjo; with specific Seamus Heaney; illustrative George detail; and an Herbert; Garrett effective use of Hongo; Gerard rhetoric, Manley Hopkins; including Langston Hughes; controlling tone, Ben Jonson; maintaining a John Keats; Philip consistent voice. Larkin; Robert Lowell; Andrew Marvell; John Milton; Marianne Moore; Sylvia Plath; Edgar Allan Poe; Alexander Pope; Adrienne Rich; Anne Sexton; William Shakespeare; Percy Bysshe 9 Shelley; Leslie Marmon Silko; Cathy Song; Wallace Stevens; Alfred, Lord Tennyson; Derek Walcott; Walt Whitman; Richard Wilbur; William Carlos Williams; William Wordsworth; William Butler Yeats
Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Poem Based Essay Days Unit/Topic AP Standards Activities Learning Targets Vocabulary (“I Can” Statements) January 3-May Unit 4: Analyze a work’s Using novels and I can analyze a Thesis 9 Longer structure, style and plays, students work’s structure, Statement Works themes, as well as such apply the style and themes, Literary smaller-scale elements as analytical process as well as such Analysis Essay the use of figurative that they smaller-scale Style language, imagery, perfected first elements as the Tone symbolism and tone. semester using use of figurative Irony short stories and language, Verbal Irony Read deliberately and poems. They read imagery, Dramatic Irony thoroughly, taking time to 4-7 novels and symbolism and Situational understand a work’s plays in-class and tone. Irony complexity, to absorb its write essays on Character richness of meaning, and them. They also I can read Point of view 10 to analyze how that independently deliberately and Plot meaning is embodied in read and write on thoroughly, ACTIVE Reading literary form. 2 additional taking time to Annotation novels or plays. understand a Characterization Reflect on the social and work’s Conflict historical values it Works chosen complexity, to Setting reflects and embodies. provide multiple absorb its Symbolism opportunities for richness of TP-CASTT Analyze literary works students to deal meaning, and to Explication through close reading to with style, analyze how that Sonnet arrive at an structure, themes, meaning is Ode understanding of their social and embodied in Ballad multiple meanings. historical values, literary form. Elegy and literary Lyric Assess the quality and elements. I can reflect on Frame Story artistic achievement of the social and Allusion literary works and Bellwork: historical values consider their social and AP Vocabulary it reflects and cultural values. Poetry Review embodies. Close Reading Write using a wide- Review I can analyze ranging vocabulary used literary works with denotative accuracy Reading: through close and connotative Possible Works reading to arrive resourcefulness; a variety covered: at an of sentence structures, The Stranger, understanding of including appropriate use Albert Camus their multiple of subordinate and A Separate Peace, meanings. coordinate constructions; John Knowles logical organization, Brave New World, I can assess the enhanced by specific Aldous Huxley quality and techniques of coherence A Raisin in the Sun, artistic such as repetition, Lorraine achievement of transitions and emphasis; Hansberry literary works a balance of A Doll’s House, and consider generalization with Henrik Ibsen their social and specific illustrative detail; The Glass cultural values. 11 and an effective use of Menagerie, rhetoric, including Tennessee I can write using controlling tone, Williams a wide-ranging maintaining a consistent Hamlet, William vocabulary used voice. Shakespeare with denotative [Note: Texts will accuracy and be selected based connotative on student ability resourcefulness; and interest] a variety of Representative sentence Authors for Drama structures, include: including Aeschylus; appropriate use Edward Albee; of subordinate Amiri Baraka; and coordinate Samuel Beckett; constructions; Anton Chekhov; logical Caryl organization, Churchill; William enhanced by Congreve; Athol specific Fugard; Lorraine techniques of Hansberry; Lillian coherence such Hellman; as repetition, David Henry transitions and Hwang; Henrik emphasis; a Ibsen; Ben Jonson; balance of David Mamet; generalization Arthur Miller; with specific Molière; Marsha illustrative Norman; Sean detail; and an O’Casey; Eugene effective use of O’Neill; Suzan-Lori rhetoric, Parks; Harold including Pinter; Luigi controlling tone, Pirandello; maintaining a William consistent voice. Shakespeare; 12 George Bernard Shaw; Sam Shepard; Sophocles; Tom Stoppard; Luis Valdez; Oscar Wilde; Tennessee Williams; August Wilson Representative Authors for Fiction (novel and short story) include: Chinua Achebe; Sherman Alexie; Isabel Allende; Rudolfo Anaya; Margaret Atwood; Jane Austen; James Baldwin; Saul Bellow; Charlotte Brontë; Emily Brontë; Raymond Carver; Willa Cather; John Cheever; Kate Chopin; Sandra Cisneros; Joseph Conrad; Edwidge Danticat; Daniel Defoe; Anita Desai; Charles Dickens; Fyodor Dostoevsky; 13 George Eliot; Ralph Ellison; Louise Erdrich; William Faulkner; Henry Fielding; F. Scott Fitzgerald; E. M. Forster; Thomas Hardy; Nathaniel Hawthorne; Ernest Hemingway; Zora Neale Hurston; Kazuo Ishiguro; Henry James; Ha Jin; Edward P. Jones; James Joyce; Maxine Hong Kingston; Joy Kogawa; Jhumpa Lahiri; Margaret Laurence; D. H. Lawrence; Chang- rae Lee; Bernard Malamud; Gabriel García Márquez; Cormac McCarthy; Ian McEwan; Herman Melville; Toni Morrison; Bharati Mukherjee; Vladimir Nabokov; Flannery O’Connor; Orhan Pamuk; Katherine 14 Anne Porter; Marilynne Robinson; Jonathan Swift; Mark Twain; John Updike; Alice Walker; Evelyn Waugh; Eudora Welty; Edith Wharton; John Edgar Wideman; Virginia Woolf; Richard Wright
Assessment: -AP Style Multiple Choice Passage -AP Style 40 Minute Open- Response Based Essay Days Unit/Topic AP Standards Activities Learning Targets Vocabulary (“I Can” Statements) May 13-15 Film Study Students will be I can analyze a Thesis Analyze a work’s given the work’s structure, Statement structure, style and opportunity to style and themes, Literary themes, as well as such experience as well as such Analysis Essay smaller-scale elements as connections smaller-scale Style the use of figurative between the elements as the Tone language, imagery, literature use of figurative Irony symbolism and tone. experienced in language, Verbal Irony class and film and imagery, Dramatic Irony Read deliberately and other cultural symbolism and Situational thoroughly, taking time to elements in the tone. Irony understand a work’s modern world. Character 15 complexity, to absorb its I can read Point of view richness of meaning, and Bellwork: deliberately and Plot to analyze how that Allusions thoroughly, ACTIVE Reading meaning is embodied in taking time to Annotation literary form. Texts: understand a Characterization Texts will vary work’s Conflict Reflect on the social and according to complexity, to Setting historical values it student ability and absorb its Symbolism reflects and embodies. interest but may richness of TP-CASTT include: meaning, and to Explication Analyze literary works The Lord of the analyze how that Sonnet through close reading to Rings, The Lion meaning is Ode arrive at an King, O Brother, embodied in Ballad understanding of their Where Art Thou? literary form. Elegy multiple meanings. or similar works Lyric I can reflect on Frame Story Assess the quality and Assessment: the social and Allusion artistic achievement of Compare/Contrast historical values literary works and OR Connections it reflects and consider their social and Essay embodies. cultural values. I can analyze Write using a wide- literary works ranging vocabulary used through close with denotative accuracy reading to arrive and connotative at an resourcefulness; a variety understanding of of sentence structures, their multiple including appropriate use meanings. of subordinate and coordinate constructions; I can assess the logical organization, quality and enhanced by specific artistic techniques of coherence achievement of such as repetition, literary works transitions and emphasis; and consider a balance of their social and 16 generalization with cultural values. specific illustrative detail; and an effective use of I can write using rhetoric, including a wide-ranging controlling tone, vocabulary used maintaining a consistent with denotative voice. accuracy and connotative resourcefulness; a variety of sentence structures, including appropriate use of subordinate and coordinate constructions; logical organization, enhanced by specific techniques of coherence such as repetition, transitions and emphasis; a balance of generalization with specific illustrative detail; and an effective use of rhetoric, including controlling tone, maintaining a consistent voice. 17
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