Ms Lee Voon
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AP English Literature & Composition
Welcome to AP Literature!
Welcome to AP Literature!
Back to School - AP Literature and Composition .mp4A quick overview:
A quick overview:
The AP Literature and Composition course encourages students to:
Read from a diverse list of authors, topics, themes and ideas to study and explore a range of values, beliefs, assumptions, biases, and cultural norms represented
Consider how setting, structure, character, narration, and figurative language are used to affect how readers experience and interpret a text
Establish and communicate their interpretation of literature through well-structured arguments supported by textual evidence.
Course Description
Course Description
The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works.
Novels of Literary Merit
Novels of Literary Merit
Throughout the school year, students are expected to be reading consistently and frequently outside of class materials. Included is a list of works of literary merit to assist in their search for reading a diverse set of literature.
Units of Study & Assessment Information
Units of Study & Assessment Information
Unit 1: Short Stories and Poetry
Unit 1: Short Stories and Poetry
August 19 -September 20
Throughout the year in AP Lit, we will be focusing on the idea and hone our skills of interpretation. In the reading of a fictional text - we look to interpret and find meaning within the text itself. We move beyond reading a text to simply understand the storyline and delve deeper into what is not simply stated in the text. Understanding character, setting, plot, and narrator will be fundamental in interpreting fiction. In this unit, we’ll be working on our ability to read between the lines using a selection of short stories and begin to identify patterns or relationships in the text that could enable you to make a claim and then support it with textual details from the text.
RUBRICS
6 point Analytical rubric.pdf
Unit 2: Never Let Me Go / Frankenstein
Unit 2: Never Let Me Go / Frankenstein
September 27 - November 14
What makes a person free? What are individuality and personal choice?
Moving further into the norms and values of society, Never Let Me Go is a dystopian novel which shows what happens when a society is allowed to use scientific experimentation freely and without considering the moral implications. It’s a novel about friendship and about longing for the past, as well as a novel which allows the reader to question the ethics of human cloning. Students will be tasked with analyzing and interpreting key moments in the text to consider what sets humans apart from all other sentient beings?
This unit we will be delving into the iconic text by Mary Shelley, Frankenstein. During this unit, we will look into the historical context of the book, the school of thought during the Romantic Period, and the allusions to Milton’s “Paradise Lost”, Prometheus, and Coleridge’s “Rime of the Ancient Mariner” and how their influences affected Shelley as she wrote her famous novel at the tender age of nineteen. As a class, we will explore the gothic themes of family, social isolation and the pursuit of knowledge as we journey with Victor Frankenstein through to his tragic end.
Unit 3: The Things They Carried
Unit 3: The Things They Carried
January 22 - February 3
Through the reading of Tim O'Brien's novel The Things They Carried, students will gain an in-depth understanding of the way that personal experience drives the writing process. They will also examine the differences between fiction and nonfiction and determine where the two categories overlap and what effect this has on the reader in the context of O'Brien's novel. Through reading and analysis of The Things They Carried students will be able to identify important imagery, symbols, themes, and characters and be able to effectively articulate these significant concepts within written and spoken forums. Students will also begin to understand the human capacity for dealing with physical and emotional burdens, as well as the impact of both internal and external conflict on an individual.
Unit 4: A Doll's House /Metamorphosis
Unit 4: A Doll's House /Metamorphosis
February 3 - March 20
In this unit of "A Doll's House," students will delve into Henrik Ibsen’s social critique of his era by exploring the norms and values of middle-class Victorian society. Issues of gender roles and freedom will be a particular focus. The social norms of Victorian society that kept women in the sphere of domesticity are questioned by Ibsen through his portrayal of Nora and the other characters of the play. In addition, he focuses on developing the theme of appearances versus reality in Victorian society through the microcosm of Helmer and Nora’s lives. Students will read this text with these related and interwoven themes in mind, analyzing how Ibsen uses one to develop the other.
RUBRIC
AP Lit - 6 point Analytical Rubric
Unit 5: Poetry and Test Prep
Unit 5: Poetry and Test Prep
March 21 - May 1
In this unit, students will begin final preparations for the AP exam through various activities and lessons to engage their interpretive and analytical skills as well as through group discussions and cooperative learning opportunities.
In order to build their overall understanding of a text, students are expected to work with their peers to gain better insight and understanding into the literary works they are asked to analyze.
This unit will culminate in the AP Literature and Composition exam.
RUBRIC
6 point Analytical rubric.pdfClass Calendar
Class Calendar
Broad Learning Categories
Broad Learning Categories
Classroom and Course Expectations
Classroom and Course Expectations
Plagiarism
The following infographic describing unoriginality by Turnitin.com (updated 2023) summarizes each type of plagiarism that is deemed as a breach of academic integrity. Any instances of plagiarism or academic dishonesty will be subject to the school's academic integrity policy.
Reassessments
Reassessments are not a given, they are earned. Reassessment opportunities are for those students who have completed the original task by the specified due date. If a student does not complete formative assessments (visible documentation of the students learning journey) in class then reassessment is not possible. In cases of prolonged absences, please refer to the CDS handbook.
Should a student not have given authentic effort on the initial assessment, throughout the learning process, or on formative assessments, a conversation with the student, parent, and/or administrator may be scheduled before the school can consider providing a reassessment.
Following a reassessment, the most recent score on a reassessment is what will be entered into PowerSchool. The old score will be included as either exempt score under the original summative or as a comment.
Reassessment Policy
Reassessments may range from an individual student to the entire class.
When tasks/assignments are re-assessed, they may be reassessed partially, entirely, or in a different format.
When reassessment is offered, students will be required to take the following steps to earn a reassessment opportunity.
Step 1: Within 3 school days from the assessment being returned, a student must communicate with their teacher concerning their desire to reassess. This communication will be in the form of a Google Form.
Step 2: Student(s) must create a plan in order to attempt an improvement in proficiency. This must be done collaboratively in a mini-conference or on the Google Form. This may include but is not limited to:
Re-teaching or re-learning activities
Correcting or reviewing prior assignments
Correcting or reviewing the original task or assessment
Step 3: A reassessment date will be determined by the teacher and will likely be no more than 1-2 weeks after the form completion. However, this date is at the discretion of the teacher.
There is a threshold to the reassessments to which students are entitled:
Summative Reassessment Threshold: You are able to reassess ONCE given you satisfy the requirements above. If there is a plan to reassess the same learning outcome, then no additional reassessment is necessary.
Formative Reassessment Threshold: You are provided with UNLIMITED formative reassessments as these types of assessments are solely meant for feedback and improving your skills and abilities in English.
Reassessment will not be possible in the following conditions across all content areas.
End-of-course or end of semester exams
Final research papers
Culminating projects/performances at the end of the semester or year
Proficiency Scale
Proficiency Scale
Grading Policy
The CDS English Department uses standards based grading to provide more accurate feedback of student performance. The following performance levels are used to convey the level of skill a student has demonstrated in English (refer to image).
Quick Link High School Policies
Quick Link High School Policies
Students can expect the following from the teacher concerning the following:
GOOGLE CLASSROOM - All assignments will be posted in Google Classroom. If you are having trouble locating it, contact the teacher.
RUBRICS AND POLICIES - Once posted here they will not change. However, if a change is necessary the teacher will inform students well in advance and will clearly mark the changes.
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