•  AP Literature Quarter 1 Scope and Sequence/ Assignments
    Me and Bill Bryson
     Me with travel and humor author Bill Bryson
    Welcome, seniors, to the BEST YEAR of your life (so far). After the work and rigor of junior year academically, you will find that THINGS ARE NO DIFFERENT this year, however some of you may appreciate the shift in focus from language to literature.
    This class culminates in the AP exam in May, and all students who are enrolled in the class are expected to take this exam. 
    Over the course of the year, please refer to this website for documents, links, and a calendar to help you keep track of required work, readings, papers, and class activities.
    Unit 1: Voice
    Description: Authors use many different techniques to create voice in their writing. We are going to start the year by looking at "unheard" voices in our world. We will explore the literary devices that authors use to help develop their own voice, to create character and tone, and ultimately to preserve culture and promote understanding. 
    Learning Goals: Students will be able to describe the techniques and methods that authors use to develop voice in various multicultural passages and stories, then analyze their purpose in creating character, tone, and theme, which will culminate in the creation of a college personal essay where they develop their own sense of voice. 
    0- I don't know what "voice" is referring to in literature or writing.
    1- I know what "voice" means in literature and/or writing, but I don't know what techniques are useful in developing it.
    2- I know what "voice" looks like in literature and writing, and can identify techniques used to help create it.
    3- I know what "voice" is used for in literature and writing and can interpret literary techniques to help label language, or "voice".
    4- I know the importance of "voice" in literature and writing and can argue for the author's purpose of using varying literary techniques in creating a unique "voice".
    Core Texts: 
    Summer novel 
                      Zora Neale Hurston- Their Eyes Were Watching God
    Personal Statements: 
    Tips for College Essays (with input from @CollegeEssayGuy, College Board, US News and World Report)
    Try to incorporate narrative or metaphor to add an element of creativity to your personal statement/ college essay
    - Try to provide concrete examples for each of your asserted claims about your personality or values
    - Use imagery that incorporates more than 1 of the 5 senses
    -Be clear in your intro and be sure to have a singular focus that you maintain
    -SHOW then TELL just like in an AP essay
    -Provide insight that isn't contained elsewhere in your resume or application
    When creating a narrative, you could use the formula of the Hero's Journey
    Steps: 1. Normal, or past, life before a main event caused a change. What was your life like? Create a realistic and tangible vision of your "before".
    2. Major event that impacted your life. Create this in present-tense perhaps. Try to recreate the same emotional tone you would have felt during this event.
    3. What internally did you have to change, whether it is your mentality, your physical position, or your attitude? What is your call to action?
    4. What is the resulting impact on your life? Your future? Creative an "outcome" of the event.
    This structure is mostly appropriate for describing how you overcame an obstacle, how you experienced adversity, or how you realized that you were "ready for the world."

    Literary Theory 

    Students will be able to understand and apply literary criticism to a text by creating an original claim and by presenting a literary criticism through a selected lens.

    4- Students are able to apply the concepts of the theory to explain the underlying meanings and can cite evidence to support their claim.

    3- Students are able to identify and define the theory and can apply it to certain aspects of the text to clarify meaning although their claim is less aligned to the theoretical ideas.

    2- Students struggle to apply portions of the theory to the text or are unable to support their assertions with evidence.

    1- Students cannot clearly discuss the text using a theoretical lens.

    0- Students are unaware of the concept of literary theory.