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AP Psychology

AP Language and Composition

AP Literature and Composition

AP English

Miss Mara

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English

In this 15-week class, students continue to master creative writing, essays, and critical reading skills. They are introduced to longer works, engage in two Socratic seminars, and complete games and activities to prepare for the AP exam.

This semester builds on what you learned last semester and gives you even more opportunities to be creative, including a 4-week project that allows you to apply all of your knowledge in a fun way. There are more writing and discissions too.

Students are introduced to the requirements for this semester. Additionally, they are provided with information about Shelley and Frankenstein, especially in a historical context. Students revisit information on the literary argument essay.

Introduction to Semester; Introduction to Frankenstein

Unit 6: Longer Fiction I

Students learn more about their required diary assignment, written over the unit from Victor's perspective. Then they discuss the book, with an emphasis on characterization and structure. If time allows, they begin working on their diary assignment or create the claim for their essay.

Frankenstein: Discussion and Writing

Students discuss the book, with an emphasis on characterization and structure. If time allows, they may work on their diary assignment or essay.

Students discuss  the book, with an emphasis on whether Victor is an unreliable narrator, and how that compares to Walton as a narrator. If time remains, they work on their diary assignment or essay.

Students discuss whether frame story and foreshadowing are used effectively and the effect of those devices on the story’s pacing.  If time allows, students write a short response defending how Henry Clerval acts as a foil to Victor. Alternatively, students may suggest another character as a foil if they can defend their claim with evidence.

Students finish discussing the book and debate how Shelley’s decision to make Victor a victim of circumstance (1931) rather than being more responsible for his choices (1918) changed the character and overall story. Furthermore, students discuss the symbols of light and fire in the book. If time remains, they may work on their literary argument essay or diary entries.

Students receive clarification on any misunderstood concepts. Then they work on their literary argument essay, asking for help as needed. They may also use this time for help on any remaining entries of their diary assignment.

Unit Assignment Help

Students dive deeper into short stories and learn about Bradbury and LeGuin. Students also learn the difference between personification and anthropomorphism. They are reminded of the requirements of prose analysis essays.

Review of Short Fiction; Introduction to Bradbury and Le Guin

Unit 7: Short Fiction III

Students discuss the story, especially how the house is its own character. Then, they write a short response defending whether the house changes over the course of the story. If time allows, students may look at examples of AP prose analysis essays or complete MCQ and/or FRQ assignments.

Bradbury: Discussion and Writing

Students  discuss how Bradbury uses personification and anthropomorphism. Then, they write a piece of flash fiction from the perspective of one of the objects; they must include every aspect of STEAL and PEP characterization in their portrayal of their selected character as well as at least one simile and one example of personification.

Students discuss and write a short response comparing the changes in Le Guin’s characters and their relationships with others, as well as analyze how the relationship to the setting changes for specific groups. If time allows, they may begin writing their essays.

Le Guin: Discussion and Writing

Students finish discussing Le Guin's story. Then they discuss the diction and syntax used in the stories to convey the intense imagery. Then, they choose one aspect of the stories to rewrite, using as many sensory details as possible to create a vivid image. They must include one simile and at least one example of personification.

Students analyze how the minimal monologues and lack of dialogue affects the reliability of the narrator in both stories. As a group, students identify symbols in both stories. Then, they write a short response analyzing at least one of the symbols and its effect on the story. If time allows, they may work on their essays.

Le Guin and Bradbury: Comparison

Students receive clarification on any misunderstood concepts. Then they work on their essay, requesting help as needed.

Students are reminded of the requirements of poetry analysis essays, given information about their one-pager assignment, and introduced to the three authors. Then, they learn about caesura, parataxis, enjambment, and juxtaposition to later analyze their effects on the poems’ structures. If time allows, students may look at examples of AP poetry analysis essays or complete MCQ and/or FRQ assignments.

Introduction to Oliver, Teasdale, and Brooks; More  Literary Concepts

Unit 8: Poetry III

Students discuss Oliver's poem with an emphasis on structure and figurative language. In each poem, students examine and discuss a variety of diction and poetic devices to analyze the function of specific phrases.

Oliver: Discussion and Writing

Students discuss Teasdale's poem with an emphasis on structure and figurative language. Then, they write a short response with a defensible claim and evidence as to why Bradbury quoted Teasdale’s poem in his story. 

Teasdale: Discussion and Writing

Students discuss Brooks' poem with an emphasis on structure and figurative language. If not started earlier, students begin writing their essays.

Brooks: Discussion and Writing

Students discuss the chapters of Foster's book and engage in a Socratic seminar. If time allows, test prep games and activities will be conducted.

Foster: Discussion; Socratic Seminar

Students are introduced to the unit project and the author. However very little information is given about the actual text, ensuring that students read critically to connect the pieces of this complex story. 

Introduction to Ishiguro

Unit 9: Longer Fiction II

Students begin discussing the book, with an emphasis on characterization and structure. If time allows, students will complete MCQ and/or FRQ activities to help prepare for the AP exam.

Ishiguro: Discussion and Writing

Students continue discussing the book, with an emphasis on characterization and structure. If time allows, students will complete MCQ and/or FRQ activities to help prepare for the AP exam.

Students continue discussing the book, with an emphasis on characterization and structure. If time allows, students work on their project.

Students continue discussing the book, with an emphasis on characterization and structure. If time allows, students will work on their project.

Students continue to discuss the book and debate whether Kathy is a reliable narrator. If time allows, test preparation activities and games will be conducted.

Ishiguro: Discussion and Activity

Students will discuss various views of the climax including from the perspectives of the affected characters, unaffected characters, and the larger society. Then, students complete a hexagonal thinking activity in which they creatively connect characters, themes, quotes, settings, and symbols.

Students prepare for the upcoming Socratic seminar and receive clarification on any misunderstood concepts. Then they work on their unit project, requesting help as needed.

Unit Assignment Help; Seminar Preparation

Students participate in the Socratic seminar. If time allows, they begin presenting their Unit 9 projects. If needed, we will discuss missed questions on the AP practice exams. 

Socratic Seminar; Presentations

Final Review

Students finish presenting their Unit 9 projects, if not completed earlier. We will use extra time to complete exam prep activities and games. There is a final review of the class.

Final Presentations and Review

AP English Literature and Composition: Semester 2

Test Prep

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AP English Literature and Composition: Semester 1

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English 2: World Literature and Composition Semester A

Angelia Derrick (she/her)

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English 2: World Literature and Composition Semester B

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Grade 9 & 10 English Literature and Language Arts (ELA)

Ms. Tricia Arden Caldwell, B.A. Adv., M.Mus.

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A full curriculum, small group course where students learn reading comprehension and writing skills from a certified ELA instructor.  Detailed feedback for EACH assignment provided!  *Semesters can be taken in any order.*

AP English Literature and Composition: Semester 2

Miss Mara

Live Group Course

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