How I created my AP Literature reading list
📖 Okay, so we all have to do it…the novel list for AP English Lit. When I first started teaching this course, I way overdid it. I put around 10 novels on the reading list, and we made it through 2.5.
Through the years, I’ve figured out a balance that works for the students on my campus - 3 novels in class, and 2 independent reads. Some years we get through more, and some years less, but this is where it averages out. And, of course, it excludes all the poems, flash fiction, and novellas we cover in between. This might seem low for some schools and high for others, but what’s important is being able to complete the novel and support students in building stamina and analysis skills.
1. Choosing Novels: Go with what you know!
Especially when you are starting out teaching the course, choose novels you have already read or maybe even studied in college! Selecting a novel you’ve already read can help lighten up the prep work, as you’ll already be familiar with plot points, themes, symbols, and characters!
It’s so tempting to load up your reading list with all the things you love and know how important they are. The old classics and the new ones, the things students will have to learn to love, and what they will immediately connect with. BUT, I advise against this! You want them to be able to complete the novels, build the skills, and develop a love of reading while preparing for their university courses. It’s a delicate balance.
What I Did:
In my first year, we read Fences, Long Way Down, and most of Beloved. Students also completed an independent novel project, selecting from a provided list. This is not even close to the ambitious 10-novel syllabus I planned. And that’s okay!
I chose those three books because I absolutely love Jason Reynolds, and Long Way Down has always connected with my students of all ages. Beloved, because, well, it’s Beloved! There was so much depth and great preparation for FRQ3, and there were a lot of existing materials to support teaching it. I chose Fences after reading about how Susan Graves Barber taught this in her AP Lit class, and I knew it would be a hit with my students (spoiler: it was, they love it. They get so angry and passionate about this play!).
You may be thinking, Wow, that’s a lot of Black authors, where’s the diversity? We include many other authors from different races, cultures, religions, etc., in our poetry and short fiction units, along with their independent novels. I also start the year with an identity unit, where we focus on bringing our authentic selves into the interpretations of what we read and how we analyze it. This also helps to develop multiple perspectives for students as we discuss content across cultures.
2. Whole-Class Novels: Allow for student choice!
It’s important that students have a voice and choice in what they read throughout the year. I plan my syllabus thematically and have a couple of options prepared for them to vote on for our whole-class novel.
When students select novels for independent reading projects, the thematic syllabus helps them tremendously. It’s much easier for students to make novel selections based on themes rather than just the titles and summaries alone.
As I’ve gained experience teaching AP Lit, I’ve been able to incorporate this more, but as a new-to-the-course teacher, this wasn’t manageable. Don’t feel pressured to do everything at once; implement pieces as you gain confidence and learn what suits your students and you best.
How It Works:
Use a thematic syllabus with 2+ novel options for each theme
Have students vote on the novel they’d prefer to read as a class
Allow the alternate novels to be used for independent projects.
Why It’s Effective:
Encourages student involvement and builds ownership
Helps students make reading choices later on
Develops a natural interest in reading
💡 Pro Tip: You can even try 3-week literature circles! Try my assignment “Desert Dust Graffiti” for ideas on how to study a whole novel in class.
3. Narrow it down: Use released FRQs!
When the FRQ prompts are released each year, check what was on the suggestion list of the prompt. You can also search for past years, and there are plenty of lists with all the novel recommendations and their frequency on the exam.
How It Works:
Determine which novels align thematically with your syllabus
Get started!
Why It’s Effective:
Ensures students read literature that AP deems important (the merit of certain novels is always up for debate, though!)
Allows you to narrow your search for class novels
Exposes students to a wide variety of literature
💡 Pro Tip: Use excerpts from the novels you won’t be able to cover in class!
Final Thoughts: Creating classroom reading lists
Your reading list doesn’t have to be boring, outdated, or overwhelming! One of the best parts of teaching an AP course is developing your list. If you are lucky enough to work in a state where you can curate the reading list for your curriculum in other grade levels, take advantage of that and add the most diversity possible.
The list below includes the “best” books I’ve added to my class syllabus over the years. This coming year, I’m planning to change it up, remove some and add in some new options, especially for independent 2-week reads that are assigned each 9 weeks for a major grade.
Unit 1: Home and Community
Fences by August Wilson
Unit 2: Coming of Age
Sula by Toni Morrison
Unit 3: Tradition, Fate, and Free Will
Long Way Down by Jason Reynolds
Unit 4: Surrealism and Dystopia
Metamorphosis by Franz Kafka
Miscellaneous (aka books that we’ve read that weren’t specifically tied to a thematic unit)
Beloved by Toni Morrison
Frankenstein by Mary Shelley (exerpted)
The Poet X by Elizabeth Acevedo (excerpted)
Kolbe Ricks
Kolbe is an educator, researcher, and academic coach dedicated to making learning more inclusive and accessible. She specializes in college application essays, graduate-level writing, and curriculum design. With over a decade of teaching experience and a Doctor of Education, Kolbe helps students and educators thrive in academic spaces.
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