CGI AP Literature and Composition follows the school's curriculum for AP Lit approved by the college board.
Materials will be supplemented to provide students with the possibility of approaching the texts through a humanities or a philosophical approach.
The course is defaulted to the AP (HH) level, but students can contract down to the Honors level. The AP level consists of additional, enriching activities that deepen and reinforce a student's literary appreciation and reading skill. The HH level for the humanities and philosophy approaches consist of additional, enriching activities that broaden a student's awareness of the culture and ideas in which and through which texts are created. The AP Literature student's exposure to his or her peers' work in humanities and philosophy reinforces the student's appreciation of the text and gives greater context to his or her study of literary form, language, and subject.
The course is a writing-based course and uses the approach and materials accessible on the home page of Vitruvianman.

AP Test Preparation:
As with the other AP Lit sections, the CGI AP Lit course will work on test preparation throughout the year. All students will be preparing for the test whether at the AP level or Honors level.
The weekly task of doing close textual analysis of poems and short passages is designed as an exercise in developing student reading skills, quickening students' analytical skills, and providing direct discussion of the writing process. All students need these reading, analytical, and writing skills. It is also, obviously, direct preparation for the AP Lit test.
Through learning how to read closely and understand and appreciate how the writer uses language to achieve certain desired effects on the reader, students will be well prepared for reading in life, as well as the test.

All students will study the following texts (the Honors level).

CGI AP Lit Syllabus


Q1 The Republic, Plato. (Introduction to character, theme, form, and literary analysis, as well as philosophical concerns that directly apply to the students' preparations for We the People competition. We consider the nature of dialogue with respect to the content and the context of Classical Athens.)
Selected Short stories.
Close reading of poems.

Q2 The Iliad, Homer. (The ancient world's War and Peace, we study the origins of realism, epic, and tragedy, and enrich our understanding of character, theme, and form, especially through the use of mini-biographies and epic similes. We consider the proto-democratic features of Bronze Age Greece and the Archaic Athens purposes of reciting the epic.)
Selected Short stories.
Close reading of poems.

Q3-4 up to spring break. (From Romanticism to Post-Modernism, we study the development of Western Literature through reading important literary and philosophical texts.)
Selected novels, plays, and philosophy articles. Focus is on 19th-21st century.
Students lead presentations on these.

Q4 after spring break
Direct AP Prep, work on Concentration Projects and Presentations
CIP
Non-CIP interdisciplinary research project on democratic topic of your choice.

The Typical Week
Each block period will begin with reading and discussion of a poem or passage related to the unit of study.
Then we will discuss the reading homework: reading homework is always accompanied with writing, so written homework will be checked.
The block period will end with a workshop during which students will do one or some of the following: work on their concentrations, get feedback on drafts, or meet with the teacher.
Fridays students will discuss a short story they have read and written on.

Writing
Each week students will write an outline and a rough draft on a topic of their choosing from the week’s material; due on Monday.
Each student will be assigned a personal due date for a Final draft. The final drafts will be drawn from the weekly rough drafts. Students will get feedback on their outlines from the teacher, and on their rough drafts from their peers: first focusing on content, then addition feedback focusing on style. On the due date, each student will turn in a final draft and arrange for a conference. To prepare for the conference on the final draft the student will need to read the paper and mark it up with changes (at least 2 content and 2 style) made during the writing process that he or she would like to talk about. The student also needs to have rough drafts, feedback, and the scoring rubric, printed from vitruvianman.wikispaces.com.

Additional work by Concentration


AP Lit

Through a one-on-one interaction with the teacher, students are walked through the composition of a 15 page college English Major paper. The intense program gives an excellent foundation for the AP test. Students will meet individually, as well as in the AP Lit group, to discuss their thesis texts and draft their paper.
Q1 Thesis text chosen; the text is read following student's individual schedule; journal entries document understanding. 5-10 pages.
Q2. 5 pages of personal analysis of the text. (Student condenses the journal into a focused paper); Research Jstor articles, 5 page bibliographic essay on articles relevant to the students subject for the paper.
Q3 5 pages of close reading of important page-long passages; student also leads presentation on course readings related to thesis themes. The leading of presentations on texts with related themes is designed to make the student have a text for comparison for their thesis, by which the student can better see and understand the author's choices in the thesis text.
Q4 write thesis by revising and reassembling your 15 pages of writings.
Presentation of Paper to class

Humanities

Q1 Cultural Ideas in Art: Use Fleming’s Arts and Ideas and the course Term Chart.
Look up terms from the book, the dictionary, and on-line.
Make a slideshow for each unit below, focusing on representative works that illustrate the cultural ideas and the changes between cultures.
The Movement into Humanism: Pre-Hellenic, Hellenic, Hellenistic
The Movement away from Humanism: Roman Republic, Roman Empire, Early Christian and Byzantine, Romanesque
Q2a
The Return to Humanism: Gothic, Florentine, Roman Renaissance
Development of Humanism in the South: Venetian Renaissance, Counter-Reformation (Roman Baroque)
The Development of Humanism in the North: Northern Renaissance, Aristocratic Baroque,
From Humanism to Individualism: Enlightenment, NeoClassical, Romantic
Q2b Museum Assignment

Q3 Art of the Text’s Time Period
Q4 Outside Research Project: presented to class


Phil and Comp

Q1 Packets on Philosophy:
What is Philosophy? (language, thinking, defining)
“Philosophy and Basic Beliefs,” Richard Jewell
“The Future of Philosophy,” John Searle
“The Master’s Tools Will Never Dismantle the Master’s House,” Audre Lorde
“The Relativity of Wrong,” Isaac Asimov

Select which one you will master and make a graphic organizer for. You may work in pairs.
Inform Mr. Woodruff which article you will work on.
Teach your graphic organizer to the others and give Mr. Woodruff a copy.
Memorize the information.
You will be asked to recreate an article’s information from memory during class.

2 Paper on a Philosophy article
Print the article and mark it up and take notes on it.
Write a report on the article covering the following information:
What is the question the author is addressing?
What is the author’s answer to that question?
What is the author’s purpose with the essay?
What branches of philosophy does the article deal with.
What is significant to you about the article?
How can you use the information in your life?
3 Philosophy of the Text’s Time Period
4 Philosophy Colloquium: class discussion



Summer Assignment




CGI English 12 AP Lit Course Syllabus


Plato'e Republic

Quarter 3 and 4 texts


Literary Terms Articles


Iliad articles

"The Art of Homer's Catalogue of Ships"


"Homeric Ate"

"Shield of Achilles"


Republic article: Compare and contrast David Brook's article to Plato's book 9



Quarter 2 and 3 (Unit 2 and 3)

Schedule of texts and presenters


Humanities Work Unit 1


Humanities Work for Unit 2

CGI Humanities work on AP Literature

Examine the art of the time period of the novel you are assigned
Relate the artistic movements of the artist’s time period to the text.
Prepare a 5-minute slide show on the art of the time period, explaining the cultural ideas expressed in the art across several media and relating those ideas to the text we are studying.
Be ready to show your slide show on the second day of discussion (Wednesday or Thursday, for example) before the in-class writing.

Sources to use
Visual Arts Encyclopedia
Web Gallery of Art
Metropolitan Museum of Art Heilbrunn Timeline

Humanities Final Project


CGI Humanities project alternative to Outside Research Project (Found on Humanities 1 page on Vitruvianman)

Create a slide show presentation on the cultural practices (and art) dealt with in a text we read this year and explain how understanding those cultural practices (and art) influences one’s reading of the text without which understanding one would have a different reading of the text.

Philosophy Concentration Work Unit 1


Philosophy Concentration Work Unit 2

Philosophy students will be leading discussion on texts the class reads, following the same format of the AP Lit students.

Philosophy Final Project: Philoquium

You need to join the Philosophy Colloquium wiki: read about it on the home page of vitruvianman, scroll down.
The directions for the project are on the Philosophy Colloquium site.

AP Literature Unit:

Short Stories


Bartleby, by Herman Melville


The Wife of Bath, by Chaucer


A Jury of Her Peers, by Susan Glaspell


A Very Old Man with Enormous Wings, by Gabriel Garcia Marquez


Patient Griselda, by Boccaccio, from the Decameron


"In the Cathedral," chapter 9 of The Trial, by Franz Kafka


"The LIbrary of Babel," Jorge Luis Borges]



Novels and Novellas


Siddhartha by Herman Hesse


Siddhartha Homework Wednesday



Siddhartha Homework Tuesday


Death in Venice by Thomas Mann

link to iBook
Death in Venice



Nightwood

Glynnis HW:




Frankenstein, by Mary Shelly


link to ebook



Their Eyes Were Watching God, by Zora Neale Hurston



Homework from Meghan
Read chapters 1 through 10.
Take notes on each of the following:
What group does the mule represent? Why is the reference repeated so many times?
What is the significance of Janie’s hair?

For one of the above write 1.5 pages of explanation

Homework for Meghan for week 2
Read the rest of the book.
Then write for 1.5 page on EACH of the following:

1. What the hurricane represents2. Did Janie really love Tea Cake/What did he represent in her journey toward independence, etc.
Directly quote from Chapter 19 to discuss each.

Kant: Groundwork for the Metaphysics of Morals




Andreas Pintado-Urbanc & Matt Chin
Mr. Woodruff

Immanuel Kant: “Groundwork for the Metaphysics of Morals”
Kant was a Prussian philosopher of the enlightenment, one of the main links between contemporary and modern philosophy. This text forms one of the central pieces of his work in morality, linking it to human reason and laying a platform to expand upon(hence the English name).
Homework Assignment:
  • Read the Preface and Chapter 1: Create a graphic organizer that summarizes the main argument presented by Kant in these two sections. It is not necessary to use complete sentences, but show how the main ideas and points relate and branch off of each other. Some possible graphic organizers include:
  • Cluster Charts
  • Flow Charts
  • Venn Diagrams
  • Sequence Chart
  • Inverted Triangle Chart
  • Word Web

You can print out Graphic Organizer templates on this site: https://www.eduplace.com/graphicorganizer/
  • Read Chapter 2 and copy down a sentence that explains the difference between the hypothetical and categorical imperative. Then, write a one and a half page response in which you explain the difference between the two imperatives in your own words. Try to come up with an example for both.

Freud Civilization and Its Discontents




Beauvoir

Introduction: Woman as Other, The Second Sex

Chapter 1: Biology

Chapter 2: Psychology


Unit 2 will examine important philosophical texts from the Western Tradition. The class will read texts by Descartes, Kant, Nietzsche, de Beauvoir, and Sartre, and a couple others.

AP Lit students will get exposure to philosophy to strengthen their understanding of literary theory. During this period, the AP Lit strand will be doing less class work and more homework as they prepare for leading the discussion of the course texts in Unit 4. Students will be mastering 2 texts that they will lead discussion on, as well as begin the process of writing their Senior Thesis.
Humanities students will enrich their understanding of philosophy by reading parallel Renaissance literary philosophy, such as Machiavelli’s The Prince, Voltaire’s “The Lisbon Earthquake,” Melville’s “Bartleby, the Scrivener” Petrarch’s sonnets
Philosophy and Comp students will be in their element as the course swerves to focus on their strand.

Quarter 3 and 4
Unit 4 focuses on literary texts from the 19th and 20th centuries in the Western Tradition. The texts will be selected by the AP Lit strand students from a list that requires different categories of texts to be studied. Each AP Lit student will be involved in presenting two texts, while the rest of the class will be responsible for reading the texts.
AP Lit students will get direct practice for the AP Exam through the kinds of work they will be doing with the texts as well as getting direct assignments for their senior thesis.
Ap Lit students will be practicing the kinds of analysis they will be using in their senior thesis.
Humanities students will be reading the texts while researching their outside research project.
Philosophy and Comp students will be reading the texts while researching and writing their philosophy colloquium website.

AP-HH full year assignments

AP Lit Senior Thesis

Philosophy Colloquium Assignment

Humanities: Research Project

AP-HH presentations guidelines

AP Literature Presentations

Philosopy presentations



Articles on Reading

Not-Reading


Read the Book That You Are Reading


Unsafe at Any Read