• Most assignments/notes will be included in Google Classroom.  


    Pacing Guide for AP Literature (this is subject to change):


    Texts and Materials:

    1. Achebe, Chinua. Things Fall Apart. New York: Anchor Books, 1994.
    2. Camus, Albert. The Stranger. New York: Vintage International, 1989.
    3. Chaucer, Geoffrey. The Canterbury Tales. New York: Washington Square

    Press, 1971.

    1. Chopin, Kate. The Awakening and Selected Stories. New York: Penguin Books, 2003.
    2. Conrad, Joseph. Heart of Darkness and The Secret Sharer.  New York: Glencoe McGraw

    Hill, 2001.

    1. Diyanni, Robert.  Literature: Reading Fiction, Poetry, and Drama, and the

    Essay. 2nd Edition. NY: McGraw-Hill Publishers Co., 1990

    **Selected pieces will be pulled from this text**

    1. Elements of Literature: Essentials of British and World Literature. Austin:

    Holt, Rinehart, and Winston, 2006

    1. Hurston, Zora Neale. Their Eyes Were Watching God. New York: Chelsea House Publishers, 1987.
    2. Shakespeare, William. Hamlet. New York: Prentice Hall, 2003.
    3. Shakespeare, William. Macbeth. New York: Holt, 2005.

    Order of Units and Pacing Guide:

    Semester One


    1.  Introduction to AP Literature and Composition (Week 1-2)
    2.  Content
    1. expectations
    2. grading criteria
    3. AP vocabulary/ literary terms
    4. examination of sample multiple choice selections/timed writings/ rubrics
    5. holistic scoring


    • Major Assignments/ Assessments


    1. multiple choice testing “Upon the Burning of This House” (A. Bradstreet)
    2. timed in-class essay “Storm Warnings” (Adrienne Rich): organization,

    concrete details revealing literal/metaphorical meanings with relation to title

    1.  Writing About Literature (Techniques)
    2.  Content/Major Assignments
    3.  free-writing – “Symptoms of Love”
    4.  annotating – “Magic”
    5.  listing – “Theme for English B”
    6.  journal keeping – “War”
    7.  Writing to Explain Literature
    8.  summarizing – “Story of an Hour”
    9.  analyzing and explicating – “The Strong Bond”
    10.  comparing and contrasting – “Astronomer’s Wife”
    11.  Writing to evaluate literature
    12.  Cultural Values – “Aunt Jennifer’s Tigers”
    13.  Moral values – from “In Our Time”
    14.  Aesthetic Values – “Of Youth and Age”

    III.  The Nature of Man/Poetry Study        (Week 3-5)


    • The Canterbury Tales (Chaucer)


    1. exploration of historical/ social values
    2. characterization
    3. frame story
    4. evolution of language/vernacular
    5. analysis of style/detail/ imagery
    6. vocabulary development


    • Major Assignments/Assessments


    1. timeline of significant events
    2. creation of portraits using characterization methods of Chaucer as well as

    style to analyze detail development of individual prologue to a modern frame story              

    1. creation of semantic maps with antonyms

    IV.  Favored Renaissance Genres/Poetry Study (Week 6-8)


    • Shakespearean Sonnets


    1. characteristics
    2. meter
    3. analysis of metaphor, themes, language, audience, style


    •  Christopher Marlowe’s pastorals


    1. characteristics of point/ counterpoint in “The Passionate Shepherd”
    2. antipastoral tone in “The Nymph’s Reply”
    3. mood
    4. predictions
    5. views of love in poems


    • John Donne’s metaphysical poetry and prose


    1. love poetry/ devotion to spouse
    2. metaphysical conceits in poetry and prose
    3. religious poetry/ devotion to God
    4. literary elements’ examination: imagery, simile, symbolism, metaphysical

    conceit, paradox, irony, apostrophe, tone, theme

    1. Italian sonnet form
    2. analysis of argument
    1.  Major Assignments
    2.  evaluation of philosophical, political, religious, ethical, and social influences

        of the Renaissance period.

    1.  analysis of the Shakespearean form, meter, theme, style and figurative

        language of sonnets #116 and #130.

    1.  development of own personal sonnet following Shakespearean form
    1. comparison of themes, styles, and customs considering rhyme and meter,

    diction, imagery and tone

    1. contrast of the characteristics of the pastoral poems “The Passionate

    Shepherd to His Love” and “The Nymph’s Reply to the Shepherd”

    1. expository essay explaining author’s use of metaphysical conceits in Donne’s

    poetry and prose: “A Valediction Forbidding Mourning” and,

    “Meditations 17”

    1. Expository writing/analyzing a poem’s elements
    1. prewrite, 2.explore images, 3. consider purpose, 4. choose audience, 5. develop thesis, 6. draft, 7. revise, 8. writing conference, 9.complete questions for revising, 10. editing/proofreading, 11. publish/present (include a copy of poem with essay)

    (Poem of choice from Renaissance unit)

    1.  Drama/The Nature of Man: Internal and External Conflicts in (Week 9-13)

    Shakespearean Tragedies                                  

    1.  Hamlet and Macbeth
    1. character analysis
    2. historical analysis
    3. psychoanalytical analysis
    4. themes of action and inaction
    5. familial interactions and themes-mirroring Greek tragedies
    6. the supernatural in literature
    7. film study and comparisons
    1.  Major Assignments
      1. literary research paper
      2. film review
      3. re-filming Shakespeare project
      4. dramatic performances/memorization work


    • technology project


    1. Popular Genres and Dominant Style of Eighteenth-Century Literature   (Week 14)


    • Content


    1. relationship between social concerns and production of satire and realism
    2. types/definition of satire
    3. methods used to create satire
    4. periodical essay as a new writing style
    5. comparison of works of satire
    6. literary elements/terms and techniques


    • Major Assignments


    1. paralleling events on England and America, both in history and literature
    2. identifying Horatian and Juvenalian satire and classify each literary work in

    unit. (Students will argue their cases for the type of satire they choose.)

    1. keeping a diary of the events of students’ personal lives or of the news events

    of the day

    1. reading a selection to represent each of the three major types of satire:

    narrative (Gulliver’s Travels), monologue (“A Modest Proposal”), and

    parody (“The Rape of the Lock”)

    1. modeling the style of Swift’s essay; students would write their own “modest

    proposal” concerning a contemporary social problems (school or

    community problem) using a different type of appeal within: logical,

    emotional, ethical

    1. writing a literary essay that illustrates how multiple works reflect the same

    literary trend. (See #4 for titles that reflect satire as the dominant trend in

    eighteenth-century literature)

    1. identify literary trend, b. thesis statement based on historical background and major point, c. literary evidence/relevant examples/elaboration, d. parenthetical citations, e. stylistic devices, f. structure arguments, g. draft, h.  evaluate and revise content, organization, and style of essay, i. rubric including evaluation questions, tips, and revision techniques (think sheet)

    VII.  The Nature of Man/Novel Study (Week 15-18)

    Heart of Darkness (Conrad)

    1. correlation between life and work
    2. colonization by British of Congo
    3. application of literary elements, figurative language and symbolism
    4. formal expository, analytical essay considering structure, style, themes, social

    and historical values reflected

    1. sentence variety through structure, openers, length, sentence combining
    2. “Arts of the Contact Zone” essay and critical analysis


    • Major Assignments/ Assessments


    1. introduction of stylistic elements
    2. research of 19th century exploration by British of Africa
    3. question response paragraph incorporating context vocabulary
    4. literary journal (reactions/responses)
    5. annotation of literary criticism (Achebe)
    6. juxtaposition of imagery/theme
    7. formal expository essay on applicable research topics supporting thesis with literary text
    8. timed writing on in-class topic

    Semester Two


    VIII. The Nature of Man/ Novel Study Continued          (Week 1-3)

    1. Things Fall Apart (Achebe)
    1. correlation between life/work
    2. influence of colonialism/postcolonial aftermath  
    3. critical race theory
    4. characterization of protagonist
    5. postcolonial theory


    • Major Assignments/Assessments


    1. values exercise on morality (Stereotypes)
    2. examination of complex personality of protagonist
    3. argumentation essay
    4. study guide questions for understanding
    5. values exercises on morality using specific characters
    1. The Alienation of Man (Novel Study)        (Week 4-5)

    The Stranger (Camus)


    • Content


      1. comprehension of the racial and colonial background of the novel
      2. literary elements in The Stranger:  setting, point of view, symbolism,

    foreshadowing, paradox, iron, absurdity

        1. legal terminology of plot
        2. changes in Meursault’s outlook on life and death
        3. effect of dissent from established beliefs
        4. effects of indifference, fatigue, alienation on protagonist
        5. Meursault’s sentence/justice?
        6. analysis of effect of sentence length and other stylistic devices
        7. Camus/Existentialism


    • Major Assignments/Assessments


      1. definition of existentialism and existential hero; Biographical sketch
      2. meaning study indicating section, chapter, and page number noting context
      3. a reading of the short story “The Wall” by Jean-Paul Sartre, composing an

    essay on themes and images from this existential literary selection.  

    Emphasize sentence structure in essay

      1. sketch of scenes which capture contrasts within The Stranger  (beach vs.

    jail cell, spring vs. mortuary at retirement home)

      1. development a set of questions you would ask Meursault if you were serving

    as either prosecution, magistrate, or defense attorney.  Give responses that are characteristic of Meusault emphasized through appropriate tone and diction.

      1. composition of letters from Marie, Celeste, Raymond, the chaplain, or the

    magistrate to Meursault as he awaits execution.  Maintain the character’s true persona.

      1. evaluation Albert Camus’s choice of a title for this novel.  In doing so, answer the following questions:  Why is Meursault a stranger? From whom is he estranged?  What does he not know about himself?  How does his estrangement relate to the human condition?  Do you think Meursalt’s attitudes are those of Camus’s?  On what do you base your view?  How do you own ideas and standards influence your experience, interpretation, and evaluation of this novel?  Describe how the novel affects you as a reader.  Do you like it?  Comment on its aesthetic accomplishment
    1. Discovery of Self (Novel Study)        (Week 6-12)

    Their Eyes Were Watching God (Hurston)


    • Literary Techniques/Content


      1. frame device
      2. free indirect discourse: shift between 1st person (spoken by the uneducated

    voice of characters and 3rd person, which represents Hurston’s literary narrative voice which uses standard English)

        1. character analysis
        2. figurative language (connotation/metaphor)
        3. distinction between realism and fantasy in narration
        4. philosophical style of Hurston
        5. interaction of natural world, social issues, and social life in locality
        6. human concepts


    • Major Assignments/Assessments


      1. return of survivor/scenario
      2. examination of agony caused black women by heritage of slavery
      3. biography of protagonist
      4. focused free write paralleling a hardship of Janie’s life with one about life of student or friend
      5. response/reactions to figurative language quotations used by Hurston
      6. annotations clarifying the nature of the bond between Tea Cake and Janie and contrasting with the two prior relationships
      7. role play/Janie and one of three husbands using dialogue from text
      8. portfolio dealing with various aspects of novel (character study, historical background, psychological study, connections with students’ own lives)
      9. in-class timed writing

    The Awakening (Chopin)

    1.  Literary Techniques/Content
    2.  character analysis
    3.  interaction of class, gender
    4.  gender analysis
    5.  human concepts
    6.  Major Assignments/Assessments
    7.  Analytical essay (can discuss Hurston’s work, Chopin’s work, the works in conjunction, or either work paired with similar literary works)
    8. Drama Study/Grappling with Societal Mores (Week 13-16)
    1. A Doll’s House (Henrik Ibsen)
      1. feminist/gender criticism
      2. gender stereotypes
      3. character analysis/moral exercises
      4. themes of parental responsibility
      5. dramatic elements
    2. Death of a Salesman
      1. exploration of “the American Dream”
      2. fatherhood/the function of the patriarch in American society
      3. capitalism and its function in American society
    3. Major Assignments
      1. theorized contextual analysis
      2. research in literary theory
      3. writing portfolio

    XII. Poetry Study (Week17-18)

    Students will revisit literary terminology and work to analyze poetry using appropriate terminology.  


    • Students will study various poems


        1. T.S. Eliot (“The Love Song of J. Alfred Prufrock”)/Modernism and Imagism
        2. African American Poetry/The Harlem Renaissance
        3. Frost (selected poems)
        4. Dickinson (selected poems)
        5. *others will be studied*
          1. Students will be asked to select and bring in canonical poems to analyze and share


    • Major Assignments:


      1. Poetry explications
      2. Technology project
      3. Research paper
      4. Timed writings