Metro High SchoolWilfred Moore, principal4015 McPherson AvenueSt. Louis, MO 63108367-5210James Economon

ADVANCED PLACEMENT IN LANGUAGE AND COMPOSITION 1 & 2

Philosophy

The St. Louis Public School system recognizes that schools should foster the greatest possible growth and development of the mental, physical, and personal aspects of the students so that they may function in society. We believe that the students need a structured, sequential development of the skills which maximizes their ability to listen, speak, read, write, observe, and think critically. These skills are highly interrelated, mutually enforcing and reinforcing, and essential to effective communication. Language is the fundamental means by which thoughts, ideas, feelings, and emotions are conveyed. Therefore, a variety of planned instructional strategies will be used stressing teacher-student interaction so that the student will learn to organize and express thoughts through speaking and writing, and writing, and will receive, reflect upon, and evaluate the thoughts of others through reading and listening. Students must be given the means of enjoying and appreciating literature that fosters an understanding of life.

Focus

In an AP course in English Language and Composition, students are engaged in the careful reading of literary works. Through such study, they sharpen their awareness of language and their understanding of the writer’s craft. They develop critical standards for the independent appreciation of any literary work, and they increase their sensitivity to literature as a shared experience. To achieve these goals, students study the individual works: their language, characters, meanings, action, and themes. They consider its structure, value, and its relationship to contemporary experience as well as to the times in which it was written.

Students will study intensively representative works from various genres and periods. They will concentrate on works of recognized literary merit, worthy of scrutiny because of their richness of thought and language, chosen to challenge the students. Both their reading and writing will make them aware of the interaction between authorial purpose, audience needs, the subject itself, generic conventions, and the resources of language: syntax, and writing will make them aware of the interaction among authorial purpose, audience needs, the subject matter, generic conventions, and the resources of language: syntax, word choice and tone.

In this course, students are involved not only in the study of literature, but also the study and practice of writing. They will learn to identify and use various modes of discourse, and to recognize the assumptions underlying various rhetorical strategies. Through speaking, listening, and reading, but chiefly through their own writing, students should become more aware of the resources of language.

The writing assignments will focus upon the critical analysis of literature and include essays in exposition and argument. Although most of the writing in this course will be about literature, discussion and writing about different kinds of subjects that should further develop the student’s sense of how style, subject, and audience are related. A desired goal then is the honest and effective use of language and the organization of ideas in a clear, coherent, and persuasive way.

Another feature of the course is the analysis of stylistic effects created by varied syntactical choices, by different levels of diction and by assorted literary techniques. This will be accomplished by regular evaluation, discussion, and composition based upon examples taken from professional writers.

AP/IB English is both demanding and intellectually stimulating. It requires the student’s best effort consistently and emphasizes developing the independence of though and maturity to think and write critically in preparation for the advanced placement exam and IB requirements and evaluations. To accomplish this active class participation and discussion are vital. This experience is invaluable for testing students’ ideas and interpretation of what they have read. While earlier in their studeies of literature, teachers often told students the meanings of stories and poems. This practive no doubt has vale since there is information that needs to be explained about historical periods, schools and thought, and certain authors and their works. Now, the student muse exercize confidence, as well as formulate and defend meanings they have gleaned upon their own.

Finally, the students will evaluated based upon their effective readings and class discussions.

GOALS AND OBJECTIVES(Keyed to Missouri Show Me standards)

The students will learn how to approach multiple-choice questions and free response questions typically employed on the AP exam through previously used AP questions. Goal 1(1,2,5,6,7,8) Goal 2 (1,2,3,4) Goal 3 (1,2,3,4,5,6,7) Goal 4 (1,4,6,8) ; Communication Arts (1,2,3,4,6)

The students learn to discover meaning in literature by being attentive to language, image, character, action, argument, and other techniques and strategies authors employ to evoke responses in readers. Goal 1 (1, 2, 5, 6, 7, 8) Goal (1, 2, 3, 4) Goal (1,2,3,4,5,6,7) Goal 4 (1,4,5,6) ; Communication Arts (1,2,3,4,6)

The student learns to formulate and justify literary interpretations by close reading and references to details and patterns discovered in literary selections. Goal 1 (1,2,3,4) Goal 2 (1,2,3,4) Goal 3 (1,2,3,4,5,6,7) Goal 4 (1,4,5,6,8) ; Communication Arts (1,2,3,4,6)

The students learn to compare and modify their interpretations with those proposed by other classmates and published literary scholars. Goal 1 (1,2,5,6,7,8) Goal 2 (1,2,3,4) Goal 2 (1,2,3,4,5,6,7) Goal 4 (1,4,5,6,8) ; Communication Arts (1,2,3,4,6)

The students will review various forms of genres, structures, and forms of prose, poetry, and drama they may encounter upon the AP exam. Goal 1 (1,2,5,6,7,8) Goal 2 (1,2,3,4) Goal 3 (1,2,3,4,5,6,7) Goal 4 (1,4,6,8) ; Communication Arts (1,2,3,4,6)

The students will learn to recognize prominent characteristics of various author’s literary styles. Goal 1 (1,2,5,6,7,8) Goal 2 (1,2,3,4) Goal 3 (1,2,3,4,5,6,7) Goal 4 (1,4,5,6,8) ; “Communication Arts (1,2,3,4,6)

The students will learn to select and arrange information and ideas in writing effectively for given purposes and modes of discourse. Goal 1 ( 1,2,5,6,7,8) Goal 2 (1,2,3,4) Goal (1,2,3,4,5,6,7) Goal 4 (1,4,5,6,8)

The students will learn to shape language in a variety of rhetorical patterns so that sentence structure, diction, and literary techniques serve purpose, mode, and audience. Goal 1 (1,2,5,6,7,8) Goal 2 (1,2,3,4) Goal 3 (1,2,3,4,5,6,7) Goal 4 (1,4,5,6,8) ; Communication Arts (1,2,3,4,6)

Students should recognize, understand, and apply to their reading these literary terms: AlliterationAllusionAnalogy Anastrophe Apostrophe AssonanceBlank verseCharacterizationConceitConnotation/DenotationDialectDramatic monologue Elegy EpigramFigurative language ForeshadowingHeroic coupletHyperboleImageryInferenceIronyLyric

MetaphorMetonymyMoodOnomatopoeiaParadoxPastoralPersonificationPlotPoint of viewRhymeRhythmSatireSettingSimileSonnetSterotypeStyleSymbolSynecdocheThemeTone

Students should understand and be able to employ the following reading skills:Perceive cause and effect Recognize comparison and contrastDraw conclusions/make generalizationsDistinguish between fact and opinionUse various reference materialIdentify main ideas and supporting detailsPredict outcomesRecognize propaganda and faulty reasoning Identify author’s purposeSummarizeMake inferencesLink literature and cultural valuesDistinguish similarities and differences in literary genres

Students should be able to recognize, understand, and make use of the following vocabulary skills:AffixesAnalogiesContextDictionary Sentence completions

EtymologiesPronunciation keyRootsThesaurusMeaning in context

Students will be able to understand and practice the following thinking skills:Classifying EvaluatingGeneralizingSynthesizing

Students should be able to demonstrate these speaking and listening skills:Compose orally OrallyParticipate in discussionEngage in debate

Interpret a selection readIndividually or participate In group oral interpretations

Students should be able to demonstrate these writing skills and techniques:Writing narrative,

Comparison/contrastExplanatory, causeAnd effect, and Persuasion

Supporting ideas ParaphrasingUsing evidence effectivelyWriting about dramaWrite about plot or plot devicesWrite about charactersWrite about character

A.P.A and M.L.A. styleWriting a research paperThe writing processWriting a personal narrativeWriting about settingWriting about point of viewWriting about themeWriting about an author’s

StyleWriting about mood or toneWriting about symbolismWriting about poetry/short fiction

SyllabusHigher Level Divided into Four Compulsive Parts

Part 1 (First Semester Junior Year)*Three World Literature Works Studied as a Group as required by IB Programme

*Anitgone by SophoclesAntigone by Jean AnouileMurder in the Cathedral by T.S. EliotFrom the Canterbury Tales by Geoffrey Chaucer

“The Wife of Bath’s Prolouge and Tale”Galileo by Bertold BrechtDoll’s House by Henrik Ibsen Ghosts by Henrik Ibsen*Hebba Gabler by Henrik Ibsen*Miss Julie by August Strindberg“Young Goodman Brown” by Nathaniel Hawthorne “The Lesson” and “Girl” by Toni Cade Bambara“Eveline” and “Araby” by James Joyce

“Patterns” by Amy Lowell“Daddy” by Sylvia Plath“Pawnbroker” by Maxine Kumin“How Do I Love Thee” by Elizabeth Barrett BrowningAssorted Essays by James Baldwin’s Notes on a Native Son, Stephen Jay Gould’s “Women’s Brains,” Maxine Hong Kingston’s “ No Name Woman,” Nancy Mair’s On Being a Cripple”, Deborah Tannen’s “ There is no Unmarked Woman “and Virginia WolfThese are related by their focus on female protagonists, family, self-relization, love/alienation, marriage, and emancipation.

Part 4 (2nd Semester Junior Year)*Two Language Al Works and One World Literature Work Studied as a Group

M. Butterfly by David Henry HwangInvisible Man by Ralph Ellison*The Great Gatsby by F. Scott Fitzgerald*The Shadow and the Act by Ralph EllisonThe Things They Carried by Tim Obrien*Heart of Darkness by Joseph ConradAssorted Essays by Alice Walker, Annie Dillard, Jonathon Swift, Amy Tan, Dave Barry, Joan Didion, and Zora Neal Hurston“Everyday Use” by Alice Walker“Shooting and Elephant” by George Orwell

These selections are related by their focus on conscious, identity, liberation

Part 2 (1st Semester Senior Year) *Four Language Al Works Chosen from Different Genres or Two Selections from Shakespeare and One Selection from Another Genre

*King Lear by William Shakespeare*Hamlet by William ShakespeareRosencrantz and Guildenstern Are Dead by Tom StoppardBeloved by Toni Morrison*Selected Poetry by Emily Dickinson, Robert Frost, William Blake, and John Donne

Part 3 (2nd Semester Senior Year) *Two Language Al Works and One World Literature Studied as a Group; All Chosen from the Same Genre

*A Streetcar Named Desire by Tennessee WilliamsShe Stoops to Conquer by Oliver GoldsmithThe Lion and the Jewel by Wole SoyinkaTwelfth Night by William Shakespeare

*Master Harold and the Boys by Athol Fugard*Death of a Salesman by Arthur Miller

These selections are related by their focus upon Genre and the themes of modernity and tradition, power, relationships, family, and desire.

AP/IB Assessment

As prescribed by the IB Programme, 70% of the students’ assessment will be measured by two written papers. These papers wil be set and evaluated by the IB Programme and administered on the dates consistent with IB deadlines and regulations.

Written Paper Component (50%)

Paper One (essay exam) 25%Two Hours

Written commentary on a poem or a prose extract to which the techniques of literary analysis can be applied. The students may choose from the two texts for one written commentary.

Paper Two (essay exam) 25%

Two essay questions on the genre offered in Part Three and if relevant. A Part 2 work of the same genre (drama) and four questions. Only one question will be answered by the candidate.

World Literature Assignments (20%)

Two papers (1000-1500 words) written independently by the student, under the supervision of the instructor, during the program and assessed externally.

AP/IB Assignment 1 Comparative study of at lease two Part 1 Selections (10%) Antigone by Sophocles, Hedda Gabler, and Miss Julie Rough copy due 2nd Semester junior year

IB (only) Assignment 2 Candidates will choose from 3 options Rough copy due 1st Semester senior year

Choice 1 (2a) Comparative study based on one world Literature work and one Language Al work, chosen from any part of the syllabus focusing on some link between selections (10%)

o Each student might select at least two or more literary works by different authors for the assignment. The aspects selected must focus on some pertinent link between the two or three works used for the paper. Students may choose any of

the literary aspects or social and cultural aspects that the works have in common whether in comparison and/or contrast. (1500 words)

o The student might select two translations that allow the student to compare or contrast how the two translators’ capture of the spirit, style, meaning of the original. Discuss how the translators; interpretation create a unique perspective. Pay particular attention to the ways in which the diction, and word order help to create the tone in each of the selections. (1500 words not including the passages)

Choice 2 (2b)Imaginative or creative piece of writing based upon one World Literature work or a combination of a World Literature work and a Literature A1 work Chosen from any part of the syllabus. This assignment should allow the student to apply principles or techniques of literary criticism in an insightful and imaginative way. This assessment must include a statement of intent preceding the actual text which will include a statement of identification (no more than 500 words) of the focus of the work, the nature of the project and its audience, the form, the targeted aspects of the presentation, and how these aspects will be explored.

The length of the statement will depend on the nature of the piece attempted and should, normally, not exceed 500 words. However, where the assignment takes the form of a single piece of writing, such as a short poem, the statement may be longer than the body of the assignment and longer than 500 words. For a postscript, extra chapter, additional scene, or pastiche, the paper may include an annotated version of the student version. Whatever the length of the assignment itself, the total word count must be between 1200 and 1500 words.

There are many possibilities for creative approaches to this assignment which, while giving the students an opportunity to exercise ingenuity and imagination, bring them to a deeper understanding of the work(s) being explore and to an increased appreciation of the writer.

o The diary of a character accompanied by critical comment by the studento A director’s letter to an actor playing a particular role or sceneo An exercise in which the student turns the story or a portion of it into another

form such as dramatic monologue, biblical parable, folktale or mytho A critic’s view of a dramatic interpretation/performanceo An editorial objecting to censorship or exclusion of a work from a school syllabuso A letter to a publisher outlining the merits of a work to be published and reasons

for publicationo The creation of a dramatic monologues that a play the self-perception of the

characters against the view of other characters or the authoro A transcription either of an imaginary interview with the author about the work in

question or a conversation between two authors about their respective workso A postscript to a novel, or an extra chaptero An additional scene for a play

o A pastiche (an imitation or recreation of an already published work). In this assignment, the students are encouraged to demonstrate their sensitivity to , and understandings of, a work by providing an original composition after the manner of the work

Choice 3 (2c)

This assignment in a detailed study based on an aspect of a work studied in Part 1, Part 3, or Part 4 of the syllabus. If extracts are chosen for analysis or commentary they should not be included in the word count, but copies must be attached to the assignment.

There are a number of possible approaches to this type of assignment. o A formal essay-A formal piece of writing which follows a logical sequence (1500

word, see list of topics) o Analysis of a key passage- The most important word here is “key.” The passage

for study, whether a paragraph, a page, a chapter, scene from a play, or an extract from a poem, should have major significance for any of a variety of explorations that the student might choose to make, for example: prose or poetic style, character study, plot development or theme. The reason why the student has chosen the passage should be briefly explained and the body of the passage to the larger work from which it is taken. Include the passage (1500 words not including the extract)

o Analysis of two key Passages-Two significant passages from the same work could be selected to explore, for example, contrasting prose styles, descriptive method, character presentation, and a range of other aspects. The student needs to justify briefly the pivotal nature of the passages chosen, and to demonstrate their particular similarities and differences which the student considers interesting. (1500 words not including the passages)

o Commentary on an Extract-In this exercise an extract, of approximately 30 lines of prose or the equivalent in drama or verse, is taken from the work for an in-depth analysis. Students should justify their selection of the particular excerpt; the body of the assignment should explore how language, imagery, organization of ideas, sound devices, rhythm, syntax, and stylistic a thematic elements work in the passage. (1500 words not including the passages)

Internal Assignments

All students must complete two compulsory oral activities (30%) *Individual Oral Commentary (15%) IB (only)*Individual Oral Presentation (15%) AP/IB

Assignments will be consistent with AP/IB deadlines and regulations.

Individual Oral Commentary (15 minutes for delivery and discussion)

This assignment must come after the student has completed at least two of works from Part 2. (During 1st semester of senior year). The instructor will choose an extract and create guiding questions for the commentary. The extract should use a single poem or an extract that does not exceed 40 lines. The guiding questions should focus upon the significant aspects of the passage and require the student to focus on their interpretation. The student will be allowed 20 minutes of supervised time to read the extract and accompanying guiding questions, analyze the extract, take notes, and structure the presentation. After completion of the students’ commentary, the teacher will engage the presenter in discussion to be assured the candidate understands all aspects and subtleties of the extract.

Individual Oral Presentation (10-15 minutes) AP/IB2nd Semester Junior YearThe assignment must use a Part 4 work(s)—The Great Gatsby, Madame Bovary, and Heart of Darkness. Students should choose a subject determined by their interests and may focus on the cultural setting, thematic focus, characterization, techniques and style, author’s tone, etc. The student will prepare outside of class for this activity by choosing appropriate material, organizing the material into a structured, coherent form, and rehearse the appropriate performance, The candidates may opt for structures discussions, oral exposes, role playing. In structures discussions the entire class may participate but the presenter alone is assessed; the presentation may offer differing interpretations and pose questions to the audience. The evaluation also may be an interview of the student by the teacher on the topic. Another option is the oral expose , which may be an introduction to a particular writer, an explanation of a particular aspect of a work, an examination of a literary interpretation of a selection, an elaboration on the setting of a particular work with its social background or political views, an imitation or parody of a work followed by an explanation or discussion about the presentation, a comparison of two characters or passages from a work, a commentary on an extract, or a chronicling of a students’ developing response to a work, etc. In addition, a student may choose to role play for the presentation. The student may, for example, create and present an imagined monologue or reminiscence of a character from a selection or a creative response by an author to a particular interpretation of his or her work.

In addition to AP/IB Assessments, students will be evaluated through

*Class discussion and participation*oral and dramatic presentationsJournalingWritten papers of literary analysisIn-class timed constructed responsesTests and quizzesAP, PSAT and ACT activitiesVocabulary and writing skills

AP/IB English A1 Junior Year Semester ______1 ______2_____5th week/ _____10th week/ _____15th week/ _____20th week gradePeriod _______Date ___/___/___

Student’s Name _______________________________________Counselor ____________________________________________Class participation pts. earned __________________________(10%) pts. possible _________________________ _____%

AP Quizzes (__%)=___ pts. earned _______________________(10%) pts. possible_______________________ _____%80%+=5 70%+=4 60%+=3

PSAT Quizzes pts. earned __________________________(10%) pts. possible_________________________ _____%

Personal Journal pts. earned___________________________(10%) pts. possible__________________________ _____%

Free Response pts. earned___________________________ _____%(20%) (written) pts. possible__________________________ _____%

Project A pts. earned____________________________ _____%(10%) pts. possible___________________________

Project B pts. earned____________________________ _____%(10%) pts. possible___________________________

Exams pts. earned_____________________________

(20%) pts. possible___________________________ _____%

___ QUARTER _____% AVERAGE

___QUARTER _____% AVERAGE

SEMESTER AVERAGE _____% SEMESTER GRADE _____%

CITIZENSHIP _____ DAYS ABSENT _____ DAYS TARDY _____

I Agree/Disagree (circle one)COMMENTS: __________________________________________________________________________________________________________________________________ _______________________________________________________________________James Economon, instructor____________________________________________EVALUATION/GRADING SYSTEM

This semester’s grade will be determined by a point/percentage system. The final average breaks of the accumulated points breaks down in the following fashion to determine the final grade.

10% class participation10% person journal10% PSAT quizzes10%AP quizzes20% free response (written) questions from AP exam (three per quarter)10% project A (one per quarter)10% project B (one per quarter)20% exams

90-100% of the points possible = A80-89% of the points possible = B70-79% of the points possible = CBelow 70% of the points possible = F

The points earned in each category will be averaged on a percentage basis and computed for the semester’s final grade.

Rubric for Class Discussion

5 Four or more salient commentsConsistent focus of topic(s)Respectful to peers and open to new ideasDefends points with reasoned and specific supportExplored interaction of several elements to convey the messageRich in detail, specific vivid language with direct quotesImaginative, insightful, well-chosen ideasFully elaborated; clearly ordered, well developed ideasFluent

Demonstrates a sense of closure in ideas4 Three or more salient points

Central focus on topicElaborated, organized with a sense of orderSome insight, adequate detail and direct quotesSomewhat fluentDemonstrates a sense of closure

3 One or more salient commentsSome communication of ideas but inadequately developedLimited logic and inconsistent organization of ideasLimited details and general language with little or no use of quotesLacking in fluencyLittle sense of closure

2 Once or less salient commentsCentral ideas are not clearLittle or no commentsLimited insight, little elaborationIdeas are not focused, irrelevant ideas and detailsLimited support for ideasUnimaginativeLittle support for ideasFlaws in organization and no closure

1 One or less salient commentsTopics are barely or not addressedLack of organizationNo relevant ideasMinimal or no support for ideasOnly irrelevant detailsRambles and lacks any closure

READER’S RESPONSE JOURNALS

Over the course of this quarter, one of the big assignments that will carry us through is the journal. The purpose behind the journal is to allow you a space to free-write and develop ideas and questions without fear of being rigorously graded upon what you write. Think of the journal as a free space to gather and generate thoughts about discussions and readings in the course. This free space does not mean you should take the journal lightly. You will be graded on the content of your journal and the effort you put forth. Journals will be collected periodically throughout the quarter.

Your journal will consist of three parts with each daily assignment:

1. A directed reflection on readings and/or topic for each class (at least one and onehalf pages, handwritten)

For each assignment, I have given you a topic or a question or an excerpt to respond to in your journals. Sometimes the prompt will ask you to analyze a specific feature of the text itself. Other times, I will ask you to write on a topic or issue that will feed into class discussion. What you should be aiming for in this writing is getting your critical insights, reactions, and thoughts to the reading or topic down on paper. Don’t worry excessively about grammar and organization. You should be focusing on synthesizing what you have just read or analyzing critically the topic. Ask questions, challenge the author, draw upon other sources you have read or seen. This section should not be a summary of the reading! It should be a reaction to it. What do you think?

2. An in-class response by another student to your reflection. For the first 5-10 minutes of class you will swap journals with another

person in class. You will then read over what the other person wrote and write a response to their writing in the journal. The purpose behind this is to get us used to looking at and responding to others’ work and to get us geared up for class. Think about your responses as a silent dialogue with someone else about the same topic. Was the response the same or different? Do you agree or disagree with your classmate’s reflections? Can you point out areas or bring up points that would contradict, clarify, strengthen, or enhance their reading? The goal of this section is to respong to another writer/thinker like you would engage with a work of literature. The aim is not to rip apart another person’s interpretation. Be critical by conscientious. Sign and date entry. WARNING Should you arrive tardy you will not have the opportunity to have someone respond to your journal and you will not be able to respond to someone else’s journal which will cost you points in the overall grade.

3. A synthesis of new insights based upon peer response and in-class discussion (1 or 2 paragraphs)

After class, think about our discussion, presentations, and what your classmates wrote. Then write a brief response in your journal that reevaluates that you originally wrote and thought. Have you gained a deeper insight or understanding of what you have read? How has your initial response changed? What new insights have you gained? What other ideas or questions do you have? The point behind this section is to get you used to rethinking through your ideas and revising your original writing.

Journals will be due on __________________ and ___________________ Part 1 is worth 20 points Part 2 is worth 5 points Part 3 is worth 5 points

Up Your Score: Verbal Skills for the PSAT 1st QUARTER

Costard. “O, they have liv’d long on the almsbasket of words. I marvel thy master hath not eaten thee a for a word; for thou art not so long by the head as honorifibailitudinitatibus; thou art easier swallowed than a flapdragon

-- William Shakepearefrom Love’s Labor’s Lost

A word with you…

Costard, a clown in Shakespeare’s comedy, uses one of the longest words in the English language (almost as long as antidisestablishmentarianism) in his conversation with Holofernes, the schoolmaster. Not only did Shakespeare know that the 27-letter word, but he knew thousands upon thousands of other choice vocabulary words. Youngsters in his time were exposed to Latin and Greek in the schools and were able to develop a mastery of English words through their knowledge of prefixes, suffixes, and roots in those languages.

Welcome to the world of the PSAT, Where air and lumber can be verbs, and ameliorate and zealot are common words. The 1st quarter of this course will be devoted to preparation for the verbal reasoning sections of the PSAT. The activities will prepare the

student for the sentence completion questions, the analogy questions, and the critical reading questions.

Recognizing the meaning of words is essential to comprehending what a student reads. The more a student stumbles over unfamiliar words in a text or on a test, the more likely a student will lose track of what the author is saying.

To succeed on this test and in college, the serious student must develop a college-level vocabulary. The student must learn to use and re-use them until they are second nature.

Sentence completion questions are the first verbal question one encounters on the PSAT. They test the student’s ability to recognize how different parts of a sentence fit together to make sense. The reader must recognize the logic, style, and tone of the sentence to be able to choose the answer that makes sense in the context. In addition, one must be able to recognize the different ways in which words are normally defined.

REVIEW FOR SENTENCE COMPLETIONS

1. Before looking at the answer choices think of a word that makes sense in the

blank.

2. Spot clues in the sentence, signal words.

3. Notice negatives.

4. Work on one blank at a time.

ANALOGY QUESTIONS

To most people, the analogy questions are the ones that stand out when they think abour the PSAT and the new SAT I. with analogy questions, the student looks at the relationships between words. The two words given are linked by a colon. One must ask why these words belong together. Then look for a pair of words among the answer choices that are related in the same way.

REVIEW FOR ANALOGY QUESTIONS

1. Set up a test sentence that links the capitalized words.

2. Try different approaches when testing a relationship.

3. Know common analogy patterns.

4. Words have many meanings.

WRITING SKILLS

The writing skills section on the PSAT may make all the difference between becoming a National Merit finalist and a runner up. The questions test your ability to recognize clear, correct standard written English, the kind of writing college instructors will expect on the papers you write. Expect to know basic grammar, such as subject-verb agreement, pronoun-antecedent agreement, correct verb tense, correct sentence structure, and correct diction. Recognizing dangling participles and how to spot when two parts of the sentence are not clearly connected, and knowing when a paragraph is or is not properly developed and organized are the kinds of skills needed for the PSAT.

CRITICAL READING QUESTIONS

Critical reading questions or comprehension questions test the student’s ability to understand what is read—both content and technique. The reading passage will include a narrative: a passage from a novel, a short story, an autobiography, or a personal essay. Also included will be a passage dealing with science (including medicine, botany, zoology, chemistry, physics, geology, astronomy); another with the humanities (including art, literature, music, philosophy, folklore); a fourth with the social sciences (including history, economics, sociology, government). One passage will likely be “ethnic” in content: whether is a history passage, a personal narrative, or a passage on music, art, or literature.

REVIEW FOR CRITICAL READING QUESTIONS

1. Anticipate what the passage is about.

2. Pick questions to answer first on the exam.

3. Read purposefully the passage, questions and answer choices.

4. Go back to the passage to double check answers

5. Tackle paired passages one passage at a time.

A student need not answer every question on the PSAT or SAT correctly. On must only answer only 50% to 60% of the questions to receive an average score. Students at Metro should not be satisfied with average scores. To achieve a verbal score of 50 on the PSAT of 500 on the SAT I, one should answer forty-seven out of seventy-eight questions correctly. To score in the top 5% or 60 on the PSAT and 500 on the SAT I, the student must answer sixty-one or sixty-two out of the possible seventy-eight questions. Therefore for evaluation purposes, each student will compete against juniors, and their grade will be based upon their individual performance compared to the best total in each area.

Up Your AP 2nd Quarter

As an English teacher you might think I’m obsessive. It would seem I am quite often bent on ripping literature into little pieces so we can squint at the wreckage. Metaphorically, I shoot little literary birds out of trees, pluck their plumage of literary techniques, dissect them into little pieces and analyze their intestines; and all you as students wanted to do was listen to little birdies sing. While most of you probably have no problem reading, you’re not sure you like “analyzing.” You would much prefer to be a bird watcher and not an ornithologist. This semester, I’m going to ask you to carve into poems and excerpts from books as if they were cooked turkey and serve them up for you literary enjoyment.

Reading poetry and prose is a skillful art. When it comes to literature, authors are composers and you the readers are the violinists, the pianists, the conductor—the whole

orchestra. It takes years of practice to read truly well, just as it does to master an instrument.

I’m not really a part of a conspiracy to drive students crazy, but there is an apparent method to my madness. I’m trying to make you, not butchers of our feathered friends but featured soloists in literary symphonies.

This quarter we will engage in careful reading and critical analysis of selected works from world literature. Through close reading of these selections, students should deepen their understanding of the wry writers’ use language to provide meaning, purpose, or pleasure. Students will consider a work’s structure, style, themes as well as the use of figurative language, imagery, symbolism, and tone.

These quizzes will be abbreviated examples of multiple choice items from past Advanced

Placement Exams in Literature and Composition. When possible examples will be chosen form the authors’s poems and prose being studied.

If you have scored a 4 or a 5 on the M.A.P. Test, you are able to take the AP Tests in English at no cost. Since the results from these tests are not automatically forwarded to your selected colleges, you, as a student, may at no risk glean the advantage of credits or at least advanced placement through the investment of only three hours of your time.

Quizzes:“On a Drop of Dew” by Andrew “Marvell“The Duc Dc L’Omlette” by Edgar Allen Poefrom Ethan Frome by Edith Wharton“Ulyssess” by Alfred, Lord Tennysonfrom “The Short Happy Life of Francis Macomber” by Ernest Heminway“The Prelude” by William Wordsworth

DUE DATES

Ample time and clearly announced due dates are given for the homework, journals, and the special class projects. No late work will be accepted. The only exception is as noted above or if the student contacted with the instructor for an extension no longer than one week prior to the due date of a project at a 10% penalty per day and not per class period. It would, therefore be wise to anticipate any unforeseen absences or to send the assignment to school by any means possible.

During the two year IB A1 language programme certain external evaluations and internal evaluations are required. The revision process for Writing Assignments need

considerable attention and multiple revisions. Due dates and subsequent edited and revised versions must be strictly observed and diligently completed. There are two oral presentations: a 15-20 minute oral presentation to be completed during the summer break between years one and two. The student must be available to present at the most convenient date and time. The only exception is if the student and parent(s) or guardian(s) can convince the instructor in writing an in-person (A HARD, EXTREMELY HARD, SELL) that the student cannot present on the appointed time The penalty may exclude the student from the Language A1 programme in English.

Note: Class participation is weighed heavily in the overall grade. Class participation will be determined from a rubric. The students will earn a daily of 1-5 for the correct responses to questions, incisive comments, and insightful observations. Attendance and punctuality therefore are essential for good performance in this area.

Note: If students are absent excused or unexcused they may make up for class participation by increasing participation in subsequent classes or to do extra credit for that quarter.

The purpose of this course is to sharpen the student’s academic skills, to receive academic credit, to exempt the student from introductory courses at their perspective colleges or universities, and to demonstrate to colleges the willingness to tackle more difficult courses. But more importantly with this course, the student is accepting a challenge. By successfully meeting this challenge, the student will experience a sense of satisfaction and confidence upon entering college. Therefore, to avoid the opportunity to decide sometime after the course commences that the work is too challenging to their dedication is not intense enough, the student who enrolls must take the Advanced Placement in Literature and Composition or Advanced Placement in Language and Composition or both offered at Metro in the spring of 2008

The only exception is the student and parent(s) or guasdian(s) who can convince the instructor in writing an in-person (A HARD, EXTREMELY HARD, SELL) that the test would be a waste of time (which would probably be a harbinger of a dreaded “F”) and wasted money.

The student will be penalized should they not take the exam. They must take a teacher generated AP Literature and Composition Exam as the final even though they are seniors.

I realize that the student receives as score of 4 or 5 on the MMAT exam taken during the spring of their junior year are allowed to take both the Advanced Placement English Language and Composition Exam and the Advanced Placement English Literature and Composition Exam at no cost. The IB Assessment will make the burden the senior year excessive for most students. (Students may opt to take the Advanced Placement English Language Essay during second year at no additional cost with an appropriate score on the MMAP exam if they so desire and it is recognized by their college selections.) The cost of $80.00 for the exam is great; however, the student may make incremental payments throughout the school year. A fee reduction of $29 is available to students with financial

need. This reduces the fee to $43. The AP coordinator should be apprised of this request may be submitted with the test order.

ATTENDANCE

Note: Students are expected to attend each and every class on time.

Note: When a student is absent, the student’s parents or guardians are expected to inform the school by 9:00 AM on the morning of the absence. Without this call or in addition to the call, the student on the next class appearance may bring a note from their parents or guardian stating the day(s) absent, the reason for the absence, and the signature of the parents or guardians as well as the number where they may be contacted by phone. If the phone call or note is not received due, the absence will be considered unexcused and no make-up work or late work will be accepted. If the absence is excused then the student is responsible for any missed assignments on the very next class period.

Note: There are no make-up exam or quizzes if the student’s absence is unexcused. The resulting grade will be an “F” for the exam or quiz. For an excused absence a make up test will be administered at a time mutually acceptable to the teacher and the student within two class periods of the student’s return to class. The student is responsible for contracting the appropriate time for make-up exam. Should the student fail to do so within two class periods, he or she will be denied the opportunity to take a make-up exam. On some daily quizzes, no make quizzes will be administered; the grade on the missed quiz will be dropped or for a student that has not missed a quiz, his or her lowest score will be deleted.

During each semester if the student has more than three verified or unverified absences with no extenuating circumstances, according to the school policy on attendance, the student’s grade will be affected. The resulting penalty will be lowering his or her citizenship grade to a “5.” This may not seem like a sever penalty but college recruiters may ask for explanations of such a low grade in citizenship even if the academic grade is an “A.”

TARDINESS

Students who do not arrive on time or with a verified excuse from an instructor will receive a penalty of one extra journal entry for every two tardies.

During each semester if the student has more than three tardies with no extenuating circumstances, according to the school policy on attendance, the student’s grade will be affected. The resulting penalty will be lowering his or her citizenship grade to “5.” This may not seem like a sever penalty but college recruiters may ask for explanations of such a low grade in citizenship even if the academic grade is an “A.”