PRE-AP English
PRE-AP English
Course Description:
The Pre-AP (Honors) English course is about developing good habits of mind. This is accomplished through engaging students in the careful reading and in critical analysis of literature. Through the close reading of selected poetry, drama, non-fiction, and novels, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work's structure, a writer’s style, arguments and themes. Smaller-scale elements such as the use of figurative language, imagery, symbolism and tone are also analyzed. In addition to considering a work's literary artistry, students reflect on the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpretation. Students will demonstrate what they've learned through many (more than 10) challenging writing assignments where they defend, refute, or qualify arguments of theme and meaning through synthesis from various readings we have studied.
Semester Themes: Identity and Equity; Change and Power
Texts: Prentice Hall Literature; Holt Elements of Language; various other poems and essays.
Novels: It is recommended that each student purchase their own copy of these books; however if this is not possible there will be copies available for checkout from the library. Used copies (from a used book store or an ebay type website) are a GREAT option!
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Required novels |
Choice of one or two of these novels |
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To Kill a Mockingbird by Harper Lee Romeo and Juliet by William Shakespeare (drama ) |
Animal Farm by George Orwell 1984 by George Orwell Lord of the Flies by William Golding How Green Was My Valley by Richard Llewellyn |
Curriculum Sample:
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ANALYSIS |
Research |
Student-Generated Narrative |
Anthology |
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Poetry |
Prose |
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“Road Not Taken” by Robert Frost, “Dream Deferred” by Langston Hughes, The Odyssey by Homer |
“How It Feels to Be Colored Me” by Hurston, “The Declaration of Independence,” “The Declaration of Sentiments” by Mott & Stanton, “A Disappointed Woman” by Stone, “Shooting an Elephant,” “The Most Dangerous Game” by Connell |
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“American Voices” Research Essay |
A first person fiction or non-fiction narrative written with figurative language and elaboration |
30 page collection of student’s 9th grade work (all classes) with reflective analysis, and illustrations |
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Student-Generated Poetry |
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Extended Metaphor, Clerihew, Limerick, Villanelle, Sonnet, Free Verse, Sestina |
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Pre-AP Weighted Grading
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Assessments: Formal Writing, Quizzes, Exams, formal presentations, and final anthology |
60% |
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Daily Work: Writing Process activities, journal writing, informal writing, informal presentations, and homework |
30% |
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Independent Reading: Monitored using Accelerated Reader (see website for complete list), independent reading logs, and evaluations of reading folder |
10% |
Independent Reading :Independent Reading (10% of overall grade) is monitored using Accelerated Reader. To earn 100% for independent reading in addition to independent reading assignments, students must earn 70 points each semester (35 points per quarter). Most students will need to read at least 30 min per day.
Looking for a book? Try a free e-book (mostly classics) from Project Gutenberg
Pre-AP AR list by book title Pre-AP AR list by Author's last name
| What is Accelerated Reader? | A computerized reading management program. It monitors quantity of reading, and quality of basic comprehension, and book titles. |
| How does it work? | Select a book (from
the titles on the Pre-AP AR book lists.)
Read the book. Take a test on the computer to check comprehension. Tests are multiple choice featuring 10 or 20 questions. The computer shows the students how many questions they answered correctly, indicates the answers they missed, and tracks reading points earned. |
| How do I choose a book? | Don't pick a book
based solely on its point value! Pick a book that is interesting to you,
is at an appropriate reading level, and is an appropriate
length that can be read in a couple of
weeks.
You only get one chance at passing a test. If you read a 20-point book that takes you the six weeks to finish and fail the quiz. You will have no points to show for it! |
Independent Reading will likely also be incorporated into other assignments including pieces of formal writing, journal entries, and informal book talks; these assignments will be included in the daily work or assessment categories.
IN-CLASS NOVELS: Novels that are read for class will only count for independent reading if MOST of the reading is completed independently; i.e. Romeo & Juliet does NOT count towards independent reading because it is read aloud in class.
EXTRA CREDIT: Students may read more for extra credit. Up to 150% can be earned each semester for independent reading. Extra credit will only be entered for the semester grade (not at progress reports, or quarter report cards)
Samples of how students meet independent reading goals:
| Student A (8 books) | ||||
| Book Title | Author | Points | % correct | Points earned |
| 2001: A Space Odyssey | Clark, Arthur C. | 12 | 90% | 10.8 |
| Animal Farm (class novel read at home) | Orwell, George | 5 | 100% | 5 |
| War of the Worlds, The | Wells, H.G. | 11 | 80% | 8.8 |
| Timeline | Crichton, Michael | 21 | 90% | 18.9 |
| Martian Chronicles, The | Bradbury, Ray | 9 | 80% | 7.2 |
| Into Thin Air | Krakauer, Jon | 17 | 90% | 15.3 |
| Frankenstein | Shelley, Mary | 17 | 30% | 0 |
| Fahrenheit 451 | Bradbury, Ray | 7 | 90% | 6.3 |
| Total | 72.3 (103%) | |||
| Student B (6 books) | ||||
| Book Title | Author | Points | % correct | Points earned |
| Emma | Austen, Jane | 30 | 85% | 25.5 |
| Angela's Ashes | McCourt, Frank | 23 | 90% | 20.7 |
| Animal Farm (class novel read at home) | Orwell, George | 5 | 100% | 5 |
| Golden Compass, The | Pullman, Philip | 19 | 50% | 0 |
| Girl with a Pearl Earring | Chevalier, Tracy | 11 | 100% | 11 |
| Good Earth, The | Buck, Pearl S. | 19 | 80% | 15.2 |
| Total | 77.4 (110%) | |||
| Student C (3 books) | ||||
| Book Title | Author | Points | % correct | Points earned |
| Animal Farm (class novel read at home) | Orwell, George | 5 | 100% | 5 |
| Autobiography of Malcolm X, The | Malcolm/Haley | 32 | 80% | 25.6 |
| Clear and Present Danger | Clancy, Tom | 44 | 90% | 39.6 |
| Total | 70.2 (100%) | |||
| Student D (6 books) | ||||
| Book Title | Author | Points | % correct | Points earned |
| Hamlet | Shakespeare, William | 7 | 40% | 0 |
| Hot Zone | Preston, Richard | 16 | 85% | 13.6 |
| Animal Farm (class novel read at home) | Orwell, George | 5 | 90% | 4.5 |
| Stiff: The Curious Lives of Human Cadavers | Roach, Mary | 16 | 80% | 12.8 |
| Snow Falling on Cedars | Guterson, David | 23 | 90% | 20.7 |
| Perfect Storm, The | Junger, Sebastian | 13 | 100% | 13 |
| Total | 64.6 (92%) | |||
