WELCOME! - Academic World Literature Media/Journalism AP Literature & Composition
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WELCOME!
Academic World Literature
Media/Journalism
AP Literature & Composition
Mr. Andreoli Room 227
Phone: x 2227
mandreoli@northernyork.org
FISH PHILOSOPHY 1.Choose one’s attitude 2.Make work meaningful and fun 3.Make someone’s day 4.Be present
Course Focus:
• Survey of literature and media
• Refining critical reading and analysis
techniques: Quizzes, Exams, Essays,
& Projects
• Refining formal writing and style
(MLA, APA): Essays
• Promoting communication skills in
COURSE independent and collaborative
COMPONENTS: settings
Absent or unsure of
homework assignment?
• Check the homework board/Weekly
Agenda Screen/Schoology Lesson
Folders for each week.
• Contact via Schoology or school
email.
• Microsoft Teams Office Hours 10
a.m.-12 p.m. every Friday.The 4 Be’s:
Be present: Much of the course is enhanced
through discussion and active participation with
peers. Be attentive to making up assignments as
needed.
HOW DO I
Be prepared: Bring book(s), binder, computer,
ACHIEVE and a writing utensil each day. Maintain class
SUCCESS IN MR. notes and materials for further study and use on
ANDREOLI’S assessments throughout the year.
CLASSROOM? Be punctual: Be in the room in your seat when
the bell rings in order to be marked present and
on time. Be prepared to begin the activating
activity.
Be studious: You are not permitted to have your
cell phone on your desk unless we are doing an
activity in which I give you permission. Be
conscientious of class assignments, seek peers
and the teacher with appropriate questions for
clarification. Do your best everyday.▪ Late assignments accepted as per school policy.
▪ Present YOUR best work: Any plagiarized assignment
will be graded as per school policy. Maintain academic
integrity.
HOW DO I ▪ Check Schoology regularly: Use Schoology to check
missing work, resources, postings, and PowerPoint
ACHIEVE presentations posted in weekly folders.
▪ Week at a Glance
SUCCESS IN ▪ Lesson 1-5 Folders
▪ Dashboard
MR.
ANDREOLI’S
▪ Mr. Andreoli’s availability: See or contact Mr. A. as
needed.
Via email: mandreoli@northernyork.org
CLASSROOM? ▪ During study hall or applicable class period with
prior approval
▪ Before school in room 227 and after school (by
appointment) any day of the work week
▪ Microsoft Teams Office Hours Fri. 10a.m.-12 p.m.
▪ Schoology messagingGRADING POLICY:
93-100 = A Grades comprised of graded
85-92 = B assignments via:
77-84 = C •Homework
70-76 = D •Quizzes
•Tests
0-69 = F
•Projects
•Participation (In-Class Assignments)
Sapphire Codes:
Ex=Student is exempt from assignment
M=Grade of a zero, but may be turned in for partial or full credit
C=Collected; not graded
0= No credit earned from the assignment. It cannot be made up.SELF ADVOCACY & THE 12 C’S
“NEVER GIVE UP ON A DREAM JUST BECAUSE OF THE
TIME IT WILL TAKE TO ACCOMPLISH IT. THE TIME WILL PASS
ANYWAY.” –EARL NIGHTINGALE▪ Description: ▪ World literature spanning 16th-20th century (Extensive) ▪ Emphasis on written response and class discussion; May exam preparation ▪ Refining writing technique via argumentative and interpretative literary analyses ▪ Critical approaches and study of composition ▪ Objectives: ▪ Develop fluent, precise writing style through analysis ▪ Improve critical reading skills via multiple genres and literary periods ▪ Engage in analytical discussion; contribute interpretive ideas supported with evidence ▪ Develop critical standards for independent appreciation of literature
▪ Unit 1: Short Fiction I -Uncover how characters in
literature create a platform for the exploration of values,
beliefs, assumptions, biases and cultural norms
represented in the text with connection to the literature’s
historical significance
▪ Unit 2: Poetry I -Explore other fundamentals associated
COURSE with poetry such as word choice and the foundations of
figurative language in the sonnet form
SCOPE & ▪ Unit 3: Longer Fiction or Drama I - Works such as
SEQUENCE Orwell’s 1984, Shakespeare’s A Midsummer Night’s
Dream, and Ibsen’s A Doll House will provide examples
of conflicts between a character and external forces that
impede as well as examples of internal conflict of
personal values that incite complications and crisis
within a character and events of the plot’s structure.
Students will analyze a character through identification
and commentary of a characters’ incompatible
perspectives and motives that contribute to conflict▪ Unit 4: Short Fiction II -Identify and trace the
impact various contrasts an author introduces affect
interpretations of the text and understanding of the
meaning of the text as a whole with awareness
elements and techniques such as tone and stream
of consciousness
▪ Unit 5: Poetry II - Expand understanding of the
metaphor by examining the traits of compared
COURSE objects in poetry and their significance in
conveying meaning to the work as a whole as well
as recognize structural patterns and relationships
SCOPE & between poetic structure and meaning
▪ Unit 6: Longer Fiction or Drama II - Read works
SEQUENCE such as Emily Bronte’s Wuthering Heights, Jane
Austen’s Pride and Prejudice, and Shakespeare’s
Hamlet to uncover how inconsistencies in texts are
often crafted to develop characters, interrupt a
plot’s timeline or sequence, or establish unreliable
narration that affect audience interpretation and
understanding of the meanings of the works as a
whole. Students will explore the inconsistencies in
gothic novels and Shakespearean drama through
the study of symbolism and supporting elements
and devices in literature to refine literary
arguments▪ Unit 7: Short Fiction III - Develop understanding of how
character epiphany, setting changes, manipulation of plot, or
contradictory information through narration help the
audience develop thematic interpretations, students will be
challenged to transfer their understanding of figurative
devices and literary techniques from units analyzing poetry to
interpretations of short narrative prose from The Riverside
Anthology including “Rappaccini’s Daughter”, “Where Are
You Going, Where Have You Been?” and “Roman Fever”.
▪ Unit 8: Poetry III - Annotate poetry and engage in multiple
short writing and Socratic discussion activities to examine the
COURSE structural contrasts and inconsistencies in multiple poems
including those metaphysical in nature. Students will
recognize through their close analysis of multiple poems how
SCOPE & juxtaposition, irony, and paradox in a poem may contribute to
understanding the complexity of its meanings. Overall,
students will develop proficiency analyzing metaphors
SEQUENCE (metaphysical conceit), contrasts, and complexities in a text
(and between texts)
▪ Unit 9: Longer Fiction or Drama III -Students should now
recognize that the events, conflicts, and perspectives of a
narrative embody different values and the tensions between
them that incite nuanced relationships that contribute to the
complexity of a work. Accordingly, students will apply these
essential concepts to their study of novel and dramatic texts
from the supplemental resources including Shakespeare’s
Twelfth Night and Huxley’s Brave New World Additionally, in
the culmination of the course, students should recognize that
these understandings call for nuanced literary analysis with
awareness to varied genres, styles, and authors.Develop a list of literary terms with
definitions and examples, writing
strategies, techniques, literary
history, background, and genre
• Comprehension and
analysis quizzes
Complete daily reading • Unit/Exams/Essays
assignments and respond to • Discussion
discussion questions (written and participation
verbal) • Composition:
Turnitin.com, AP
Classroom, and timed
writing
Evaluate selected works based on
literary features
Relate works of
literature to
historical and
cultural contextsEvaluation of formal
essays is based upon:
Precise,
Appropriate
Effective appropriate word
Thesis conclusion choice; placement;
development,
alignment and based upon sentence structure
transition, and (avoid weakening
sophistication analysis
sophistication arguments writing
style/focus via word choice)
Discussion questions and outline of
analysis of literary works allow
students to respond while reading
and interpret via seminar discussion
and varied note-taking procedures
(i.e. annotation, collaborative
discussion, guided lecture…)Daily writing assignments promote discussion and function of specified literary elements Supplemental Text: Writing About Literature will aid questioning, outlining, and drafting techniques for formal composition Study guide notes and quizzes expected for daily reading Depending on medium, quizzes and study guides will emphasize use of literary elements, comprehension of structure, and text-based interpretation
▪ In class, text-based discussions and other related activities, which prepare students for the AP exam, will culminate, typically, in writing assignments. ▪ Students will have various writing assignments usually ranging from 500-2000 (2-5 pages) words and research papers with Works Cited. ▪ Do not be daunted by this. Being concise is often the challenge. ▪ MLA (Modern Language Association) format, parenthetical citations, and Works Cited pages.
FAQ: Is there a lot of reading? ▪ Short answer: Yes ▪ Long Answer: YEEESSSSSSSS ▪ Students will be reading consistently, and the only time they are not reading is when they are discussing text, so they can write about the reading. ▪ Prose/excerpts; stories, full-length dramas, full-length novels (completing a full novel every 2-3 weeks) and reading a continuous array of poetry. ▪ * The AP Lit. testing trend is that students tend to score worse on the poetry multiple-choice questions and the poetry essay than the prose, particularly with anything before the modern era, so we bolster 7-9 weeks of 16-20th century poetry preparation throughout the year as a whole focused on this trend to build test success.
▪ I do expect for students to be able to read 20-30 pages, or complete chapters as assigned, without interruption. This builds the required reading endurance that is necessary for college success and exam success. ▪ However, there is flexibility with the reading schedule. Unless it is an assignment that needs to be completed for the next day’s discussion and activities, students can schedule their “reading quota” for days during the week when they can maximize time.
Please, do not hesitate to reach out with any questions or concerns! Mr. Andreoli Room 227 Phone: x 2227 mandreoli@northernyork.org
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