Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
Course Description
Pre-AP British Literature and Composition is designed for students who have successfully
completed the American Literature and Composition course and who intend to take AP English
Literature and Composition as a senior or who want a more challenging college preparatory
course. The course incorporates the writing skills designed to prepare students for the higher
level writing and analysis expected at the collegiate level and requires a demonstration of
proficiency through the writing of an eight-to-ten page thesis paper along with many timed inclass essays. Students read and respond to works by British authors through research, Socratic
discussions, writing, and presentations. The course follows a thematic approach exploring how
literature demonstrates humankind’s quest to find meaning and significance in a hostile and
changing world. A survey of classic and representative works from the Anglo-Saxon to PostModern eras, including some contemporary pieces, will be included.
For each novel covered in class, the second half of the novel will be taught by student-led teams.
For the poetry and short stories, we will practice close-reading analysis in class together on a
few pieces, and then students will work in groups to present their own close-reading analysis of
a selected poem or short story, relating it to the unit theme. In order to simplify and specify our
interpretations, we will be using the WHO, WHAT, HOW, WHY approach to interpreting
literature detailed below.
Most important to success in Pre-AP British Literature is hard work on the part of each
individual student as evidenced by the careful reading of texts, engagement in class
discussions, and timely completion of all work, ever seeking to improve as an accurate reader
and effective writer.
Interpreting Literature: Who, What, How, and Why
 WHO?
o Who is speaking? (This could be the author or a character in the selection)
o What assumptions can you make about the speaker?
o Whom is the speaker addressing? Who is listening? (Consider all audiences)
 WHAT?
o What is the speaker saying? What is the big idea of the selection? Note the…
 Main Ideas and Essential Information (likely repeated)
 Facts vs. the Speaker’s Opinion
 Bias or the Use of Propaganda
 HOW?
o What LITERARY ELEMENTS does the speaker use to convey his/her ideas?
 Characterization
 Point of View
 Setting (Time, Place, Atmosphere)
 Plot or Structure/Form
 Prose Devices such as Foreshadowing or Flashback
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Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
o
What LITERARY DEVICES does the speaker use to convey his/her ideas?
 Figurative Language (Personification, Simile, Metaphor, Symbolism,
Imagery, Hyperbole, etc.)
 Word Choice (Diction)
 Mood, Attitude, or Tone (Consider Irony)
 Allusion
 WHY?
o Why is the speaker telling us/the audience this information?
o What does the speaker want the audience to do or believe?
o How does this relate to my life? What moral/theme can I deduce?
Course Texts
The primary text students will use in the course is Prentice Hall: Literature – Timeless Voices,
Timeless Themes, The British Tradition. The course also includes assorted novels and plays such
as, Brave New World by Huxley, Animal Farm by Orwell, Great Expectations by Dickens, Macbeth
by Shakespeare, Waiting for Godot by Beckett, Rosencrantz and Guildenstern are Dead by Stoppard,
Pride and Prejudice by Austen, The Fellowship of the Ring by Tolkien, and Beowulf.
Reading & Writing Assignments
Students are expected to read each assigned text in a timely manner and carefully. Close
readings of texts will require more time than pleasurable reading and likely require multiple
readings and annotation (especially as it relates to poetry).
In terms of writing, students will write an eight to ten page thesis paper addressing a
controversial topic. The paper will be written in stages, collecting two pages of the paper
bimonthly with scheduled conferences with the teacher and/or peers for constructive feedback.
The final draft should demonstrate focused revision and editing in proper MLA format.
Students will also take multiple timed essays and may be asked to complete creative
assignments in relation to the assigned texts and units of study.
All work must be completed and ready for submission or discussion on the dates assigned. A
monthly calendar will be provided each month beyond what is found in this syllabus. Late
work should not even be seen as an option! If you plan to be out of class on a day an
assignment is due (i.e, field trips, show choir), that assignment must somehow find its way to
me either in paper form or via email or Edmodo.
Grading
Unlike most high school courses, Pre-AP British Literature is designed to reward students who
work hard and show commitment and improvement over the course of the year. Although
student achievement will still be assessed through typical means such as written assignments,
quizzes, presentations, and homework, the final grade for each marking period will reflect the
continued commitment on a student’s part to put his or her best effort into each assignment and
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Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
to be actively engaged in the class. In other words, even if a student does not receive “As” on
all of his or her papers, if that student demonstrates the hard work and commitment worthy of
the grade, he or she will more likely receive an “A” as detailed in the Grading Contract.
Hard work and commitment could be evidenced by such things as: focused effort on selfimprovement through revision of work; completing all work on time; being actively engaged in
class discussions; working cooperatively with other students to become better writers and
readers; seeking extra help as needed outside of class, etc.
Since grading is an individualized process, a grading contract will be completed with each
student at the beginning of each marking period. The grade for the marking period will be
decided by the choices the student makes, not solely earned scores on assignments, although
they will be factored into the students final grade for the marking period.
Thematic Unit Group Presentations
As this course is designed around a thematic approach to literature, students will be expected to
apply the selected theme to not only the works studied in class but also on suggested additional
works through quarterly group presentations. Each member of the group will be responsible
for specific tasks relative to the presentation. Although the group will receive an overall grade,
exceptional or poor presentations or effort on the part of individual students may affect their
grade for better or worse. Students will be expected to use the WWHW strategy for close
reading and any variety of creative means to convey the information to the class. They will also
develop test questions for the work the present to the class.
Proposed Course Outline
Unit 1 – Course Introduction & The Continued Quest for the More Ideal Life
(10 Weeks)
After introducing the course expectations, the focus will turn to the first thematic study of how
literature continues to demonstrate our human quest for a more ideal or perfect life. The drive
for success, happiness, and a more utopian way of life in general will be studied through a
variety of works spanning centuries of British literature. We will contrast the visions of
different authors, comparing those visions to our own time period, and note the role of
propaganda in getting us to embrace utopic visions of the future. We will also study the view
of death as portrayed in various works as a driving force towards a more ideal life.
Works to be studied:
 Huxley, Brave New World; Orwell, Animal Farm; Lawrence, “The Rocking Horse Winner”;
King James Bible, “The Prodigal Son”; Wordsworth, “The World is Too Much With Us”;
Yeats, “The Lake Isle of Innisfree”; Donne, “Holy Sonnet 10: Death Be Not Proud”; “Sir
Gawain and the Green Knight”; Mallory, excerpt from Le Morte d’Arthur; Thomas, “Do
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Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
Not Go Gentle into That Good Night”; Hopkins, “God’s Grandeur”; and Keats, “Ode on
a Grecian Urn”
Unit Objectives:
 Students will research and begin writing an eight to ten page thesis paper that addresses
a controversial topic or that answers a question/solves a problem related to the students’
future career or life plans. Students will select a topic, create a thesis and rough outline,
gather information via research, and write their first two to three pages of their paper.
 Students will explore various literary elements in close reading analyses of multiple
passages covering a variety of genres in literary summaries that address such elements
as the work’s theme, characterization, plot, setting, and style.
 Students will write literary approach papers in proper MLA format that summarize the
work being studied, describe three to four major characters in detail, create
discussion/essay questions relative to the work, and identify a key passage and explain
its relevance to the work as a whole and/or the unit theme.
 Students will work in groups to perform a close-reading analysis of a selection of
literature and present their analysis to the class through a creative means, such as Prezi
or PowerPoint, explicating the work in relation to the unit theme using the WWHW
interpretive strategy.
 Students will work in groups to research and present to the class relevant connections to
the works of literature being studied, including the importance of author profiles,
literary time periods, and historical events through a creative means, such as Prezi or
PowerPoint, explicating how the information presented relates to the work being
studied and to the unit theme as a whole.
 Students will work in teams to debate the relevance of chivalry in the modern world.
 Students will compose a timed essay in which they apply their understanding and
analysis of a work studied to a released AP prompt in which they analyze how an
author uses literary devices to illuminate his/her message.
Unit 2 – Life if Full of Expectations and Disappointments
(11 Weeks)
As a result of our quest for a more ideal life, we create expectations and encounter
disappointments when those expectations are not met. We may even come to see that we’ve set
our expectations too low, or that once we get what we think we wanted, it feels hollow at best.
This unit explores the theme of expectations and disappointments as portrayed in classic
through contemporary British texts. As part of this unit, we will once again visit the idea of
what truly brings contentment to one’s life. We will also explore the concepts of determinism
and free will, and discuss how we glamorize goals in life and fail to live in the present.
Works to be studied:
 Dickens, Great Expectations; Shakespeare, Macbeth; Beckett, Waiting for Godot; Stoppard,
Rosencrantz and Guildenstern are Dead; Burns, “To a Mouse”; Hardy, “Are You Digging
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Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
on My Grave?”; Owen, “Dulce et Decorum Est”; Larkin, “Next Please”; Housman, “To
an Athlete Dying Young”; Keats, “On Fame”; Shelley, “Ozymandias”; and Brooke, “The
Soldier”
Unit Objectives:
 Students will continue to write and revise their eight to ten page thesis paper,
specifically adding an additional two to three pages, firmly establishing their point, and
integrating quotes in proper MLA format with tags (the Quote Sandwich approach).
 Students will explore various literary elements in close reading analyses of multiple
passages covering a variety of genres in literary summaries that address such elements
as the work’s theme, characterization, plot, setting, and style.
 Students will write literary approach papers in proper MLA format that summarize the
work being studied, describe three to four major characters in detail, create
discussion/essay questions relative to the work, and identify a key passage and explain
its relevance to the work as a whole and/or the unit theme.
 Students will work in groups to perform a close-reading analysis of a selection of
literature and present their analysis to the class through a creative means, such as Prezi
or PowerPoint, explicating the work in relation to the unit theme using the WWHW
interpretive strategy.
 Students will work in groups to research and present to the class relevant connections to
the works of literature being studied, including the importance of author profiles,
literary time periods, and historical events through a creative means, such as Prezi or
PowerPoint, explicating how the information presented relates to the work being
studied and to the unit theme as a whole.
 Students will compose multiple timed essays in which they apply their understanding
and analysis of a work studied to a released AP prompt in which they analyze how an
author uses literary devices to illuminate his/her message.
Unit 3 – Life Finds Meaning through Relationships and Romance
(8 Weeks)
Some of life’s greatest expectations and disappointments arise due to our quest to find meaning
and value through relationships and romance. This unit explores both the positive and
negative aspects of finding one’s purpose or value in others. As part of this unit, we will
explore the power of various types of relationships (i.e. marital, sibling, friendships), the
reasons for marriage over the years, and the definition of true love.
Works to be studied:
 Austen, Pride and Prejudice; Chaucer, The Canterbury Tales; Shakespeare, “Sonnet 116;
Bronte, “Love and Friendship”; Browning, “Sonnet 43”; King James Bible, “1 Corinthians
13”; Forster, “Brothers”; Heaney, “Follower”; Marvell, “To His Coy Mistress”; Herrick,
“To the Virgins to Make Much of Time”; Grennan, “Pause”; and Rossetti, “Sister
Maude”
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Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
Unit Objectives:
 Students will continue to write and revise their eight to ten page thesis paper,
specifically adding an additional two to three pages addressing their final support and
refuting key opposing arguments while integrating quotes in proper MLA format with
tags (the Quote Sandwich approach).
 Students will explore various literary elements in close reading analyses of multiple
passages covering a variety of genres in literary summaries that address such elements
as the work’s theme, characterization, plot, setting, and style.
 Students will write literary approach papers in proper MLA format that summarize the
work being studied, describe three to four major characters in detail, create
discussion/essay questions relative to the work, and identify a key passage and explain
its relevance to the work as a whole and/or the unit theme.
 Students will work in groups to perform a close-reading analysis of a selection of
literature and present their analysis to the class through a creative means, such as Prezi
or PowerPoint, explicating the work in relation to the unit theme using the WWHW
interpretive strategy.
 Students will work in groups to research and present to the class relevant connections to
the works of literature being studied, including the importance of author profiles,
literary time periods, and historical events through a creative means, such as Prezi or
PowerPoint, explicating how the information presented relates to the work being
studied and to the unit theme as a whole.
 Students will compose a timed essay in which they apply their understanding and
analysis of a work studied to a released AP prompt in which they analyze how an
author uses literary devices to illuminate his/her message.
Unit 4 – Life is Full of Adventure and Struggle
(9 Weeks)
Our final unit of study explores how our quest for the more ideal life – whether that be through
love, position, wealth, or other means – leads to adventure and struggle. We will consider
whether adventure and struggle are one in the same or a matter of perspective. Various subthemes will be discussed through our study of Tolkien’s work, including the ideas of loss and
sacrifice, pity and compassion, and the importance of camaraderie along the journey. We will
also delve into The Hero’s Journey and look at what it means to be heroic. What can we learn
from our journey, where do we encounter some of the most disturbing trials, and what things
may distract us from our ultimate goals in life?
Works to be studied:
 Tolkien, The Fellowship of the Ring; Anonymous, Beowulf; Coleridge, “The Rime of the
Ancient Mariner”; Tennyson, “Ulysses”; Eliot, “The Journey of the Magi” and “The
Hollow Men”; Scannell, “Nettles”; Auden, “Musee des Beaux Arts”; Bunyan, “Vanity
Fair” from Pilgrim’s Progress
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Pre-AP British Literature & Composition Syllabus 2016-17
Mr. Anastasi – Room 209
Unit Objectives:
 Students will revise and complete their eight to ten page thesis paper, specifically
adding their final two to three pages, refuting key opposing arguments and bringing
closure to their piece, integrating quotes in proper MLA format with tags (the Quote
Sandwich approach).
 Students will explore various literary elements in close reading analyses of multiple
passages covering a variety of genres in literary summaries that address such elements
as the work’s theme, characterization, plot, setting, and style.
 Students will write literary approach papers in proper MLA format that summarize the
work being studied, describe three to four major characters in detail, create
discussion/essay questions relative to the work, and identify a key passage and explain
its relevance to the work as a whole and/or the unit theme.
 Students will work in groups to perform a close-reading analysis of a selection of
literature and present their analysis to the class through a creative means, such as Prezi
or PowerPoint, explicating the work in relation to the unit theme using the WWHW
interpretive strategy.
 Students will work in groups to research and present to the class relevant connections to
the works of literature being studied, including the importance of author profiles,
literary time periods, and historical events through a creative means, such as Prezi or
PowerPoint, explicating how the information presented relates to the work being
studied and to the unit theme as a whole.
 Students will work in groups or alone to modernize Beowulf or analyze how the work
embodies virtues from both Christian and pagan cultures, such as courage, loyalty, and
the willingness of a hero to die for his people using quotes from the text to support the
thesis.
 Students will compose a timed essay in which they apply their understanding and
analysis of a work studied to a released AP prompt in which they analyze how an
author uses literary devices to illuminate his/her message.
Unit 5 – Final Exam & AP English Preparation
(1 Week)
After the final exam, our final unit of study focuses on preparing students for the AP English
Literature and Composition course. During this time we will discuss the importance summer
readings such as classic works, myths, and allusions all students should know as well as the 100
Literary Terms that students will be expected to know coming into AP English Literature. Test
structure and writing expectations will also be detailed.
Unit Objectives:
 Students will gain a clear understanding of the expectations and rigor of the AP English
Literature and Composition course and gather some valuable tools to help prepare them
for the course should they elect to take it as a senior.
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