Course Title: Fundamentals of Literature I

Grade: Grade 9 and 10

Credits: 1.0

Lessons per week: Five 45 minute lessons (36 weeks)

Subject Philosophy:

Language is a gift of God revealed on the first day of Creation. It is the means of man’s ongoing relationship with Him through worship, scripture and prayer. From Genesis to Revelation the Bible stresses the value of words in human interaction. Man has developed his listening, viewing, writing and speaking skills into a finely honed and creative vehicle of literacy. Through Language Arts we understand the past, see our present and look toward the future. It is a tool to interpret our world, by which we communicate knowledge, understanding and wisdom and cultivate discernment through written and spoken word. Language Arts empowers us for effective and accurate communication, giving access to all other spheres of study, work and ministry.

Course Summary: This course is designed to build literary insight and appreciation in students in IGCSE curriculum materials of drama, poetry and prose. Various forms of media are also explored, analyzing techniques of character development, persuasion, and audience impact. During the course students will enjoy a range of literature and media, learning how to express a personal response to writers’ messages and characters. They will write to express their knowledge of texts and their understanding of characters, relationships, situations and themes within a text or among two or more texts. They will explore with their peers the significance of writers’ intentions and methods,.

Level 4 (Grade 9 – Grade 12)

Writing

1. Writing Process

4.1.1 Prewriting: I can apply prewriting strategies to plan written

compositions. 4.1.2 Drafting: I can use my prewriting plan to draft a written composition. 4.1.3 Revising: I can use revision strategies to improve the content of my

draft. 4.1.4 Editing: I can edit the grammar, punctuation, capitalization, and spelling

in my draft. 4.1.5 Evaluating: I can evaluate my own and others’ writing and make

suggestions for improvement. 4.1.6 Publishing: I can use technological and artistic strategies to publish and

share my writing with others.

2. Composition Traits

4.2.1 Ideas: I can select a writing topic for a specific purpose and develop it

with interesting and creative ideas that are well illustrated (analogies, illustrations, examples, anecdotes, charts, tables).

4.2.2 Organization: I can organize my writing with a meaningful structure and transitions.

4.2.3 Word Choice: I can write using a variety of strong action verbs and vivid adjectives that show rather than tell my intended meaning.

4.2.4 Sentence Fluency and Variety: I can recognize and write using complete sentences with varied structures (complex and compound) that blend fluently.

4.2.5 Voice: I can write using an engaging tone and style to fulfill my purpose for a specific audience.

4.2.6 Conventions: I can correctly use grammatical and mechanical conventions in written compositions.

3. Mechanical and Grammatical Conventions

4.3.1 Conventions of Punctuation: I can write using well-structured

sentences using conventions of punctuation:

• commas in lists, in dialogue and in forming complex sentences with coordinating conjunctions to eliminate run-on and comma spliced sentences

• semi-colons to join two full sentences that augment one another’s meaning

• commas and periods (full stops) inside closing quotation marks for American usage, but only placed inside quotation marks for British usage if the comma/full stop belongs to the quote’s intended meaning

• colons to introduce a list at the end of a complete sentence, or at the start of a business address in a formal letter

• apostrophes to form contractions and possession

• complete or divided quotation (i.e. “Bill is going,” she answered, “after lunch.”) to indicate words spoken or quoted, with appropriate use of commas, capitalization, endmarks and paragraph application for written dialogue

• quotation marks to indicate irony, sarcasm or slang (i.e. the “wisdom” found in pubs)

• layered alternating quotation marks for internal quotes ( “ ‘ “ ‘xxxx’ ” ’ ”)

• appropriate applications of hyphens, dashes and parentheses 4.3.2 Conventions of Capitalization: I recognize when to use capital letters

to name formal titles of people, places, things, acronyms and abbreviations.

4.3.3 Conventions of Spelling: I can spell correctly in final drafts of writing. 4.3.4 Conventions of Grammar: I can write using the conventions of

grammar: 4.3.4a I can identify and correctly use pronouns and nouns with

appropriate antecedents and plural usage. 4.3.4b I can identify and apply the various forms of regular and

irregular verbs—present, past, progressive, perfect tenses— properly and consistently.

4.3.4c I can identify adjectives and adverbs and use a variety of them to improve my descriptions.

4.3.4d I can identify and apply prepositions and conjunctions correctly. 4.3.5 Format: I can use correct conventions of format,

• applying paragraphs in essays and dialogue appropriately. • using underlining or italics to indicate the title of a book, magazine,

play, movie, ship, spacecraft, or musical composition (like entire symphonies).

• using quotation marks or italics to indicate the title of a chapter, article, short story, poem, or song.

• using basic MLA format to cite sources when needed and to create a bibliography.

4. Genres or Forms

4.4.1 Narrative: I can write an interesting story that is edifying to read,

incorporating mood (atmosphere), voice (narrator attitude and tone of voice), consistent characters, rising plot action, a climax, and credible setting and theme.

4.4.2 Essay: 4.4.2a Expository: I can write an essay to inform, to explain a topic, or to model cause and effect using an explicative thesis, relevant supporting details and an insightful conclusion. 4.4.2b Descriptive: I can write an explicit essay using sensory imagery, details from narrative, dialogue, or actions of characters to interpret characters or situations. 4.4.2c Persuasive: I can write an ethically responsible persuasive essay that has a thought-provoking thesis, valid and relevant supporting evidence, and a convincing conclusion. 4.4.2d Analytical: I can write an essay to accurately analyze a piece of literature using specific criteria, illustrating my evaluations with effective cited evidence from the literature, drawing a clear and effective conclusion. 4.4.2e Problem/solutions: I can identify and define a problem, and outline a godly plan of solution using logical and well- supported reasons. 4.4.2f Reflective: I can write a well-structured, respectful and insightful essay reflecting my personal conclusions, illustrating my abstract concepts or explaining my generalizations with vivid examples or illustrations.

4.4.3 Response to Literature: 4.4.3a I can expand upon a literary text (grades 9-10: from the IGCSE curriculum) applying the same style, tone and storyline to write a new stanza, chapter, scene, or character journal. 4.4.3b I can communicate my reflections—what I thought, felt or imagined—using appropriate register (unwritten rules of formality or informality in sentence structure and address). 4.4.3c I can compare and contrast the themes, styles and elements in two different passages, stories, poems, novels or essays (grades 9-10: from the IGCSE curriculum) in a well-ordered essay.

4.4.4 Poetry: I can recognize and utilize effectively a variety of elements of poetry:

• specific meter (iambic pentameter, anapestic tetrameter, etc.) • tonal effects through assonance, consonance, alliteration,

onomatopoeia

• repetition, parallelism, contrast

• imagery, simile, allusion, metaphor, personification • structured stanzas (ballad, sonnet) and free verse

• the style, structures and themes of a particular poet 4.4.5 (Auto)Biographical: I can write biographical and autobiographical

narratives developing a story and character to provide a message. 4.4.6 Correspondence: I can write proper formal and informal letters and

messages appropriate for a given audience and purpose, using godly integrity and respectfulness.

4.4.7 Genres: I can write a variety of genres (i.e. fantasy, fable, realistic fiction, poetry, biography, mystery, allegory).

4.4.8 Application: I can fill out academic and job applications appropriately, complete with a well-structured CV.

5. Research

4.5.1 Topic: I can choose an appropriate, narrow topic and formulate

interesting questions for research. 4.5.2 Resources: I can gather information using a variety of grade level

appropriate primary and secondary resources: magazines, interviews, dictionaries, atlases, informational texts, academically credible websites, avoiding inaccurate, outdated and ungodly sites.

4.5.3 Strategies: I can use appropriate strategies to locate information in various sources (index, table of contents, alphabetized lists, schedules and charts, websites organizers)

4.5.4 Citation: I can recognize when to cite a source whether paraphrasing or using quotes, and use MLA format to acknowledge the source and to write a bibliography.

4.5.5 Reliability: I can identify and verify an academically and ethically sound source, and use only such sources in my informational searches, avoiding inaccurate, uncertain and ungodly sites.

4.5.6 Notes: I can organize information from multiple resources following a plan (outline, note cards, charts) that defines a topic and reflects relationships among the major components of the topic.

4.5.7 Research Paper: Grades 9-10: I can write an interesting, informative, well-

structured and accurate 2,500 word research paper, drawing

my own conclusions from my research and using citations

throughout the paper, supplying an MLA formatted bibliography

at the end.

Grades 11-12: I can write an interesting, informative, well-

structured and accurate 4,000 word research paper that is

edifying to read, using academically reliable primary and

secondary resources to formulate my own ideas, and using

citations throughout the paper, supplying an MLA formatted

bibliography at the end.

4.5.8 Multigenre senior project (grades 11-12): I can create a self-directed study culminating in a senior project presentation that is evaluated in lieu of a final exam by a panel of judges following a specific rubric.

• 4,000 word research paper on self-chosen topic of new knowledge interesting to me (4.5.7)

• Second written product that reveals insights I gained in my study, and adds a new dimension to the project (i.e. imaginary diaries, newspaper articles, song, advertisement, autobiography or biography, brochure, children’s book, essay, instruction book, how-to paper, illustrated timeline, letters, myth, poetry)

• An edifying performance product applying the learning I have been pursuing (i.e. artwork, music, model, costume, comic strip, dramatic monologue, cookbook, demonstration, film, machine)

• Mentorship: I will find an appropriate and godly mentor skilled in my subject area who will guide my performance aspect of my project (a minimum of ten 30-minute sessions).

• Verbal and PowerPoint presentation: I will explain to the judges a full explanation of my goals, plan of study, and knowledge and skills gained in the project, modeling the products I can show for my efforts (providing the research paper, second written product, and performance product for them to examine) in a 30-minute presentation.

Reading

7. Word Recognition and Understanding

4.7.1 I can use phonetic and structural analysis techniques (including affixes

and Latin and Greek roots) to decode unknown words. 4.7.2 I can use a variety of context clues to decode unknown words, including

figurative, idiomatic and technical terms. 4.7.3 I can identify, describe, and use my grade level vocabulary that I have

learned through weekly drills and tests throughout the year.

8. Oral Reading Fluency

4.8.1 I can read or recite a given text aloud clearly, with expression, meaning

and good pacing.

9. Comprehension

4.9.1 Self-Monitoring: I can recognize when I don’t understand what I’m

reading and make changes as needed (adjust speed, reread, search for cues, ask for help, etc.).

4.9.2 Previewing the text: I can use text organizers to determine the main ideas and to locate information in a text.

4.9.3 Connecting: I can make connections with the text using prior knowledge (text-to-self, text-to-text, and text-to-world) and recognize how that impacts a reader’s response to a text.

4.9.4 Predicting: I can make predictions about the text and verify outcomes. 4.9.5 Visualizing: I can describe mental images I have when examining

pictures or reading descriptions in a text, identifying the author or illustrator’s sensory clues that created such a mental picture.

4.9.6 Making Inferences: I can explain my inferences using text clues. 4.9.7 Main Idea: I can identify the main idea and supporting details of an

expository text. 4.9.8 Summarizing: I can accurately summarize with my own words the main

ideas and key details, or the sequence of events in complex texts. 4.9.9 Demonstrating Understanding: I can answer literal and inferential

questions about something I have read, using specific details from the text to demonstrate my understanding.

4.9.10 Defending Interpretations: I can use details from the text to defend my interpretations.

4.9.11 Following Directions: I can follow three-step written or oral directions. 4.9.12 I can recognize point of view in texts (first or third-person, limited or

omniscient, subjective or objective) 4.9.13 I can distinguish between fact and opinion in given texts, point out

fallacies in logic, and recognize author bias, using a variety of criteria. 4.9.14 I can evaluate literature using the language and perspectives of literary

criticism.

10. Literature

4.10.1 Genres: I can describe and recognize a genre by its basic characteristics (fiction, mystery, fantasy, science fiction, drama, nonfiction, poetry, allegory, fable, etc.).

4.10.2 Informational Texts: I can recognize and interpret factual resources (dictionaries, atlases, textbooks, trade books, periodicals, etc.).

4.10.3 Author’s Intent: I can recognize the author’s purpose and intended audience, and discuss the characteristics of his style or voice and symbols relative to his intended purpose or message, and determine how the message corresponds to biblical worldview.

4.10.4 Story Elements: In a given story I can

• describe and compare the characters (development, motivation, traits, stereotypes, flat and round characters).

• describe and explain the impact of the setting. • identify, describe and compare conflict and plot elements (i.e. cause and effect, subplots, parallel episodes, sequence of events, rising action, climax).

• identify, describe and analyze the tone (feeling, attitude) of narrator and mood (overall emotional atmosphere).

• identify and explain various literary devices (i.e. foreshadowing, flashbacks, allusions, suspense, symbolism, metaphors).

• identify, describe and analyze the theme and message implied or stated by author, and recognize which themes recur in literature (i.e. initiation, love and duty, friendship and loyalty).

4.10.5 Poetry elements: I can interpret the structure, figurative language, cadence and literary elements in a given poem, explaining how they impact the mood and meaning.

4.10.6 Figurative language: I can recognize a secondary meaning suggested by similes, metaphors, symbolism, personification, hyperbole, idioms or irony in prose.

4.10.7 Purpose: I can scan for a word or topic, skim for general information, or pace my reading for pleasure or information as needed.

4.10.8 I can demonstrate detailed knowledge of the content of literary texts/authors (grades 9 -10 from IGCSE curriculum) from drama, poetry, and prose that I have studied.

4.10.9 I can explain archetypes and symbols, both local and international (stars, dawn, storms, demons).

Speaking, Listening, and Viewing

11. Speaking

4.11.1 I can contribute to class discussions/debates according to established

rules, or fulfill a prescribed role in organized discussion groups (i.e. as a scribe, highlighter, facilitator, or the orator who represents the group’s determinations).

4.11.2 I can explain and clarify needs, feelings and ideas to peers and adults using adult vocabulary and standard English.

4.11.3 I can make a formal presentation with poise, sharing facts, opinions, ideas, prior knowledge and/or experiences in a logical order with clear, well-paced diction, excellent word choice and appropriate volume.

4.11.4 I can use an appropriate voice level, pacing, phrasing and intonation in a given situation.

4.11.5 I can make a dramatic retelling or recitation with authentic characterization or voice.

4.11. 6 I can choose godly verbal and nonverbal techniques to communicate my message in a way that honors my audience.

4.11.7 I can articulate my experience and express what I think, feel and imagine using appropriate register (unwritten rules of formality or informality in sentence structure and address) and asking or answering questions that enhance group discussion.

4.11.8 I can make well-structured edifying multimedia presentations involving text, images, technology, sound, and/or physical objects to clearly convey my information and message.

12. Listening

4.12.1 I can use strategies to listen attentively and respectfully when someone

else is speaking (i.e. take notes, summarize, paraphrase). 4.12.2 I can listen attentively for information or entertainment, recognizing the

topic, purpose, bias and perspective of the speaker. 4.12.3 I can paraphrase a spoken message accurately. 4.12.4 I can identify strategies used by speakers to gain audience attention,

confidence or trust, control. 4.12.5 I can use criteria to evaluate my own and other speakers’ quality of

information, style, articulation, and organization, and to determine how the message corresponds to biblical worldview.

13. Viewing

4.13.1 Interpret Genre and Purpose of Media: I can recognize various types

of talk shows, sports or news broadcasts, children’s programs, educational programs in television, and various genres of films (i.e. westerns, musicals, horror, suspense, science, animation, fantasy) and interpret their purpose.4.13.2 Book Knowledge: I can identify the title, author, publisher, city and date of printing for a text.

4.13.3 Main Idea: I can identify the main idea or message in visual media. 4.13.4 Retelling, Grade 9 or 10: After watching visual media I can identify

main characters and setting, and retell the storyline. 4.13.5 Heroes and Villains: I can explain media heroes and villains,

interpreting their distinguishing characteristics and roles, their symbolism and their impact on the story message (in literature, comics, tv, film).

4.13.6 Distortion, Grade 9 or 10: I can compare and contrast real life with life depicted in visual media, and recognize and interpret idealization, stereotypes and biases.

4.13.7 Evaluating: I can develop a set of criteria for evaluating the effectiveness, accuracy, integrity and godliness of a web site, a television show, a film or other media.

4.13.8 Grade 9 or 10: I can identify how a particular language style or wording is used with visual media to attract or impress the audience (i.e. “hip” teen language to attract teen audience; soap opera register; news bulletin’s language and tone).

4.13.9 I can identify techniques used in visual media to quickly establish meaning such as

• clothing, props, music, or style of speech to suggest a historical time period or socio-economic class

• sound effects to indicate events (i.e. tires screeching, thud as car crash)

• application of colour or shadowy hues to enhance mood

• black-and-white to imply documented truth

• inference in science media that science is progressive and accurate, and solves problems

• close-ups to suggest or emphasize intimacy or emotion

• panoramic shots to provide instant setting

• camera representing actual view from a character’s eyes

• sequence of images and music to dramatize an event • use of stereotypes (black hat for villain, mop for maid) to establish

character roles

• headlines, photos, cutlines (brief story under picture caption) to give message

4.13.10 I can explain how media is designed for a target audience (i.e. ad for sportsmen in sports magazine, animated film for family viewing with interest/humour for young and old) with a purpose (i.e. entertain, inform, transmit culture, focus attention on an issue).

4.13.11 I can recognize elements of persuasion in media and advertising

• exaggerated claims • portrayal of attractive lifestyles by stereotypes

• bandwagon appeals

• glittering generalities

• expert witness or false testimony (like a lovely model claiming to be healed from psoriasis)

• subliminal messages (i.e. sports car with a pretty girl, implying that if you drive that car you will have such a girl)

4.13.12 I can recognize that different viewers may interpret media in different ways due to personal experience, culture, or preferences.

4.13.13 I can identify literary forms in visual media (allegory, fable, analogy, parable, satire).

14. Media

4.14.1 Media Types, Grade 9 or 10: I can recognize various types of media by

distinguishing characteristics (newspaper, radio, television).

• television news favors instant messages reinforced with onsite video clips

• news photographs seek to engage viewers with an emotional impact (magazine covers!)

• radio and television ads use jingles to stick in viewers’ memories

• radio disc jockeys use humor and personal commentary to connect with music audience

• sports commentators use sport lingo as they banter back and forth to make audience feel like insiders

• documentaries tend to have dry monologues in a lecturing voice with accompanying footage

• educational programs (science, language arts, history) offer interesting images with conversational teaching

4.14.2 Conventions of Media, Grade 9 or 10: I can recognize the common elements of media like layout, advertising strategies, photographic impact, regular columns, cartoons for political or social messages.

4.14.3 Media Messages, Grades 9 or 10, and 11 or 12: I can understand that media messages and products are created by people. (Teach twice, once in first 2 years, once in second 2 years of high school.)

• message may be influenced by the historical time or place of manufacture

• design of message may be shaped for a socio-cultural or political target group

• elements of a program may reflect time of day it is aired and need/desires of that audience

• style of message may be impacted by who finances the media ( sponsorship)

• message often reflects viewpoints of the producer • message can only portray the degree of biblical truth or ethical

morality present in producers

• media producer may have economic, political, social or aesthetic purposes (may be also addressed a hot issue involving social or cultural issues)

4.14.4 Environmental Print, Grade 9 or 10: I can recognize familiar signs and logos.

4.14.5 Careers in media, Grade 9 or 10, and 11 or 12: I can identify the various careers engaged in the design, production and distribution of media, like news writers, newscasters, photojournalists, camera operators, animators, stunt men, graphic artists, musicians, sound

specialists, special effects artists, make-up and costume specialists, advertisers, DVD manufacturers. (Teach twice.)

4.14.6 I can recognize how media may impact a culture socially, politically, spiritually and helps shape a culture’s norms or a viewer’s perception of reality.

4.14.7 I can explain the basic laws and biblical principles regarding copyrights, plagiarism and piracy in media.

First Semester Topic 1: Poetry (4 weeks)

Units Standards Biblical

Integration Suggested Activities

and Methods

Suggested Resources

Suggested Assessment

Unit 1 Poetry Discussions (2 weeks)

4.9.3, 4.10.5-6, 4.10.1, 4.11.1-3, 4.9.5, 4.8.1, 4.4.4, 4.11.5-6, 4.12.1

Man, designed to speak: Solomon counsels often how the few words of the wise are so helpful, enriching and gracious, while the foolish and arrogant men like to say a lot of words, multiply their words, and say nothing. Memorizing beautiful words is like training a soldier, who due to practice can hit his target with accuracy and ease. So train your lips and mind in gracious words, so that you may develop the gift of gracious speech. (Ecclesiastes 10:10-14; 9:17)

• Students will recognize poetry as a fun vehicle for description, personal reflection, exploration of ideas, expression of emotion, narrative • Explore Poetry Terms and identify each in various poetry • Timed Write, Essay: analyze a poem in light of poet’s comments • Discuss poetry in Literature circle with roles: facilitator, highlighter (focuses group on 2-3 passages), sketcher (sketches meaning of passage), connector (how relates to us), word master (seeks to explain unfamiliar or specially applied words) • Genres: Identify types of poetry (free verse, ballads, sonnet) • Write a ballad following given ballad rules • Memorize and recite famous verses from poems with good voice and pacing • Identify subjects and predicates and recognize properly constructed sentences • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Songs of Ourselves Various IGCSE listed poetry Norton Eliot Language Network (5-13) Run-ons and fragments from student work (worksheets) Literature Groups Sourcebook Required Spelling 1, 2

Vocab tests Recitations Ballad Analytical Essay

Unit 2 Analyzing and Responding to Poetry (2 weeks)

4.1.1-6, 4.2.2, 4.11.7, 4.9.13, 4.4.3a, 4.2.3, 4.4.7, 4.2.4, 4.9.5, 4.4.3b, 4.4.2d, 4.4.4, 4.9.7, 4.11.4-6

Man, designed to seek and understand: Solomon instructed his son in Proverbs to cultivate wisdom and understanding, declaring that “by wisdom a house is built, and through understanding it is established, through knowledge its rooms are filled with rare and beautiful treasures” (24:3-4) yet he was speaking metaphorically of how the depth of our thinking and understanding enriches our lives. Poetry is full of deeper meaning—can you find it out?

• Discuss and respond to poetry through literature group roles using appropriate register • Identify and apply characteristics of pre-write organization, thesis development, main idea and enriched supporting details and effective closing in essays responding to prompts • Recognize and utilize compound sentence parts properly and correct run-ons and fragments • Critique a poem (analytical essay) independently, noting its poetic elements, message and richness • Write a poem in response to another poem • Publish an analytical essay • 4-5 spelling, 5 vocab words each week, Latin, Greek roots

Language Network (14-24; 314-328) Songs of Ourselves Various IGCSE listed poetry Norton Eliot Required Spelling 3, 4

2 Vocab tests Grammar practice Effective participation/ preparation in literature group roles Analytical Essays Poem

Topic 2: Novel (8 weeks)

Units Standards Biblical

Integration Suggested Activities

and Methods

Suggested Resources

Suggested Assessment

Unit 3 Historical and Cultural Impact (2 weeks)

4.5.1-3, 4.4.7, 4.10.4, 4.9.10, 4.9.8, 4.9.5, 4.9.3, 4.7.3, 4.4.3b, 4.4.2b, 4.9.4, 4.9.9, 4.12.1

Moral order: God’s word is full of character sketches that reveal the moral order of men’s hearts, minds and lives. He invites us as well to consider

• Research historical background and socio-political-economic issues of era when novel written • Outside reading: biography or historical fiction written during or written about the same era as IGCSE novel: written responses journaling the stereotypes, style,

Language Network (25-43) Fitzgerald or other IGCSE novel Outside reading: biography or historical novel Required Spelling 5, 6

2 Vocab tests Grammar practice and tests Literature responses Character study Setting study Plot chart

what we are, who we are, what we are sowing into the world around us, and what the world around us is sowing into us. As you practice this skill of observing characters in literature, consider its more significant application in reflecting on your own life.

tone, conflict, impact of historical setting • Begin reading novel and write essay analyzing tone and mood • Literature group: Compare novel’s focus, theme and style to a short story of same era using respectful, mature communication • Write a character study (essay) describing and interpreting the character in relationship to the message and purpose of novel, defending my opinions with cited examples from novel • Analyze role of setting in novel Chart significant events that develop rising action of plot and predict outcome • Identify and use nouns correctly, especially in possessive, plural, or collective forms • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Unit 4 Theme and Message (2 weeks)

4.10.4, 4.9.8, 4.4.2f, 4.4.3a, 4.9.11

God: God speaks messages to us everywhere we look. The heavens are declaring the glory of God, and the storms declare His power. God also speaks to us through the writings and lives of men. Some write of God being dead, and they themselves die in great misery and madness. Others write, like Solomon,

• Language group: analyze themes and message(s) of novel, point of view, and determine significance of historical/cultural times • Identify richness of language, imagery, style that makes novel enduring in reflective essay • Outside reading: biography or historical fiction written during or written about the same era as • IGCSE novel: Write journal or letter as by one of the characters; Sketch a scene/event; identify key aspects of rising action • Write singular and plural nouns and compound nouns correctly

Language Network (44-53) Fitzgerald or other IGCSE novel Outside reading biography or novel Required Spelling 7, 8

2 Vocab tests Literature group language skills Grammar practice Reflective essay Literature responses

that life is meaningless (Eccles 1). God warns us that the natural man cannot grasp the things of God (1 Cor 2:14). We see this depravity and hopelessness in a lot of unspiritual literature.

• Identify nouns in parts of speech: subjects, complements, objects • Respond to literature questions using inferences, direct observations and interpreting readings • Pre-test knowledge of pronouns • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Unit 5A Evaluate Novel (1 week)

4.5.1-6, 4.4.7, 4.3.1, 4.1.1-.6, 4.10.7-8, 4.2.6, 4.3.5, 4.13.2, 4.3.4a, 4.2.5, 4.9.9, 4.14.7

Moral Order: God commands us to treat one another with honour, and not to rob another. Plagiarism is a form of robbery and dishonouring of others.

• As you finish the novel, pick a topic to focus your analysis of the novel (historical reflection, themes, message, character study, etc.) and do research to enrich your observations, using MLA format for Works Cited • Identify how to locate publishing information on a book (author, title, publisher, city, date) • Write out a brief explanation explaining copyright laws and God’s determination that we should honor others who have prepared information for us by citing them (not plagiarize) (defend from scripture) • Identify simple pronouns and use them correctly as subjects, objects and possessives

Language Network (58-60) Fitzgerald or other IGCSE novel Outside reading biography or novel Required Spelling 9

Vocab test Literature responses Pronoun practice Copyright explanation

Unit 5B Evaluate Novel (1 week)

4.5.1-6, 4.4.7, 4.3.1, 4.1.1-.6, 4.10.7-8, 4.2.6, 4.3.5, 4.13.2, 4.3.4a, 4.2.5, 4.9.9, 4.14.7

Moral Order: God commands us to treat one another with honour, and not to rob another. Plagiarism is a form of robbery and dishonouring of

• Write a 1500 word evaluation of the novel using research about the times, analysis of themes and message(s), character studies and group discussions to guide you. Provide works cited page and proper citations throughout, using MLA format

Language Network (58-64) Fitzgerald or other IGCSE novel Outside reading biography or novel Required Spelling 10

Vocab test Analytical essay with MLA citation Pronoun practice

others. • Outside reading: biography or historical fiction written during or written about the same era as • IGCSE novel: finish and write brief analysis of impact of ending related to historical setting • Write 1 IGCSE type question in timed write seeking to use engaging voice • Identify antecedents of pronouns and recognize and correct choice of pronoun • Scan a text to locate information • 4-5 spelling, 5 vocab words each week, Latin, Greek roots

Unit 6 Compare Media (2 weeks)

4.13.1, 4.13.3, 4.13.7, 4.3.4a, 4.7.3, 4.9.6, 4.3.2, 4.4.2f

Man: God encourages us to develop our God-given gifts and skills, and to take advantage of the opportunities He affords us. Solomon wrote in Ecclesiastes 10:10 this analogy: “If the axe is dull and its edge unsharpened, more strength is needed, but skill will bring success.”

• Discuss and edit word choice, grammar , capitalizations, and conventions of punctuation in 1500 word evaluation • Publish paper w/o spelling, grammar or format errors • Watch the video of the novel and critique its effectiveness in portraying the heart of the novel: message, characters, culture, rising action and climax • Identify and correctly use reflexive, intensive, interrogative, demonstrative pronouns • Correct problems with pronoun-antecedent agreement, plural vs. singular pronoun usage, and subject vs. object applications • 4-5 spelling, 5 vocab words each week, Latin, Greek roots

Language Network (68-75) Fitzgerald or other IGCSE novel Merrick or other film to go with IGCSE text Required Spelling 11, 12

2 Vocab tests Literature responses Pronoun practice Published research/reflective paper Film critique

Topic 3: Defining Ethics in Media (6 weeks)

Units Standards Biblical

Integration Suggested Activities

and Methods

Suggested Resources

Suggested Assessment

Unit 7 News (2 weeks)

4.14.1-3, 4.9.12, 4.3.4a, 4.14.5, 4.12.2

Moral order: God speaks a lot in scripture about the power of words to produce or destroy moral order. Paul warned Timothy that the Spirit of God says that in latter days (now) some will abandon the faith, following deceiving spirits and the teachings of hypocritical liars (1 Tim 4:1-2). In his second letter, Paul warned how we love and pursue worthless counsel and desires (2 Tim 3:1-5) and Paul warned Timothy to have nothing to do with such. Are we aware of the influences in our culture and how they build or destroy our internal moral order, our sense of righteousness, justice, and honour for others?

• Explore a variety of news publications in print and online: Consider feature stories, columns, blogs, editorials, advertisements: formats • Literature group: By comparing various resources, separate fact from opinion or exaggeration or actual lies and make a report using concrete evidence • Identify individual media messages and site messages and how they are formed • Identify and discuss various jobs in media work (camera, lay-out, journalist, reporter, editor, web master) • Outside reading: Reading journal how the author develops theme, characters, setting, plot, conflict • Determine the audience, messages and ethics of each news source by examining its format, register, wording, focus and editorials and columns/blogs • Compare two countries’ biases, stereotypes in reporting news in a complete essay with citations and works cited page • Identify and solve pronoun problems • 4-5 spelling, 5 vocab words each week, 1 spelling rule

CNN, Fox, Christian Science Monitor, New York Times, BBC, Sky News, NewsUK, etc. Check out http://www.wrx.zen.co.uk/alltnews.htm

British Media Online Focus on the Family Action’s Citizenlink Language Network (76-87) Wuthering Heights or other IGCSE novel as outside reading Required Spelling 13, 14

News studies Report to group Comparison essay Pronoun practice

4.10.3, 4.13.6,

Moral order: How do

• Using last unit’s studies, try to

Language Network

2 vocab tests

Unit 8 Ethics in News (2 weeks)

4.4.2d, 4.4.2a, 4.4.2c

man’s ideas of what is moral, right and good, relate to God’s teachings? God is the author and giver of life, and by our own logic, has the right to decide what to do with what He has created. He is the one who can determine what is good, true, right and just. Are we listening to Him?

determine what if any moral rules are followed individually by the major news sources studied • Outside reading: Draw a caricature from novel • Outside reading: Explain how comedy, tragedy, pathos and irony are used throughout the novel (expository essay) • Study God’s word regarding media ethics and write up a persuasive essay report on God’s moral rules in communicating • Write up a basic code of ethics by which you will evaluate news sources • Choose 3 news sources that you have studied and apply your media code of ethics to each in a well-structured essay critique, backing up your viewpoint biblically • Identify action and linking or helping verbs • 4-5 spelling, 5 vocab words each week, 1 spelling rule

(90-101) The Holy Bible Wuthering Heights or other IGCSE novel as outside reading Required Spelling 15, 16

Ethics Evaluation of News Sources Biblical Ethics Persuasive Report News Code of Ethics Expository Essay Essay Critique Verb practices

Unit 9 Ethics in TV NOTE: Last week of semester used to create play (2 weeks)

4.13.7-12, 4.10.2-3, 4.14.1-3, 4.13.6, 4.3.4b, 4.13.5, 4.4.2e, 4.12.2, 4.12.4, 4.13.4, 4.14.6

Moral order: Study the influences in your life, and know God’s truth about what is right and true.

• Write up a code of ethics for visual media, basing your determinations on the Bible • Watch several TV shows, sports programs and ads and apply your code of ethics • For each show watched, retell basic story, analyze filming techniques, target audience, heroes, stereotypes, register, etc. from benchmarks 4.13.8 -12; 4.14.1 -3 • Determine how each program or ad seeks to direct an

Language Network (102-107; 571-578) TV programs, ads The Holy Bible Wuthering Heights or other IGCSE novel as outside reading Required Spelling 17, 18

Semester exams Visual Media Code of Ethics (godly, ungodly) Code of Ethics Applications Verb practices Problem/solution essay

audience/culture into a way of thinking Identify a problem in designing controls for godliness in media, and outline a solution in a well-supported essay • IGCSE novel: write 3 exam questions designed from previous exams and answer 1 of them in a timed write • Review and identify verb forms of irregular verbs Identify and apply simple tenses, differentiating between British and American forms (i.e. past tense learnt, learned) • 4-5 spelling, 5 vocab words each week, Latin, Greek roots

Second Semester Topic 4: Shakespeare (4 weeks)

Units Standards Biblical

Integration Suggested Activities

and Methods

Suggested Resources

Suggested Assessment

Unit 10 Play (2 weeks)

4.4.2a, 4.4.3c, 4.4.4, 4.9.1, 4.9.9, 4.10.9

Mankind: What do stereotypes teach us about human characteristics and interactions? Jesus sometimes used stereotypes to teach lessons, like the parable of the rich man and the beggar

• Read first scene, identify rhythm, word play, tone and purpose of scene • Read Act I aloud, verbally dramatizing parts, self-monitoring • Interpret passages into modern language • Literature group: Recognize inferences, foreshadowing, symbolism, stereotypes, villains and

Much Ado about Nothing or other Shakespeare IGCSE required play Browning’s Sonnet 43 St. Vincent Millay Sonnet 29 or other IGCSE sonnet Language Network (108-117)

2 vocabulary quizzes Dramatic readings Interpretations Summaries Comparative essay

Lazarus (Luke 16:19-31). Other times He challenged people’s stereotypes, like in the good Samaritan story (Luke 10:25-37), where the hero was a stereotype considered worthless. What is this author’s purpose?

heroes • Write scene summaries for each Scene • Examine iambic pentameter, and compare Shakespeare’s rhythms and language to sonnets in essay • Identify and use verb tenses correctly • Use confused verbs correctly (i.e. lie, lay, rise, raise, sit, set) • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Required Spelling 19, 20

Unit 11 Themes in Play and Poetry (2 weeks)

4.4.2f, 4.4.3c, 4.11.5

Mankind: One of Shakespeare’s famous lines states that all the world’s a stage, and all the men and women merely players on it. Many of his plays served as mirrors, often about our faults or our relationships. God tells us that we are surrounded by a cloud of witnesses (Hebrews 12:1) or spectators. Jesus warned us that all the things that we think are done in secret are actually quite public (Luke 12:2-3).

• Literature group: Identify significant aspects of Shakespeare’s script, rhetoric, structure, themes in the play • Identify and memorize significant quotes and write out interpretation of quotes and why significant • Essay: Relate themes and characterizations of this play to other IGCSE readings: (Relationships: The Voice, Amends, Full Moon and Little Frieda, First Love, Marrysong, So, We’ll Go No More A-Roving, Sonnet 43, Sonnet 29 Marriage: The Voice, Marrysong, Sonnet 43) Literature group: Explore the role of malapropisms (Dogberry) in developing Shakespeare’s wit • Show mastery of verb tenses • Recognize and apply adjectives • 4-5 spelling, 5 vocab words each week, Latin, Greek roots

Much Ado about Nothing or other Shakespeare IGCSE required play Various IGCSE listed poetry Language Network (120-121;124-130 ) Required Spelling 21, 22

2 vocabulary quizzes Recitations Interpretations Essay on theme Literature group contributions

Unit 12

4.3.4c, 4.4.1,

Moral order is to be

• Literature group: Research timing

Much Ado about

2 vocabulary

Plot Structure and Historical Timing of Play (2 weeks)

4.4.3a upheld through God’s ordained institutions of family, church and state. [Genesis 2:21-24; Romans 13:1-7; Matthew 16-18]. Moral order is often examined in Shakespeare’s writings, and the role of the family, church and state as influences on moral order is often exposed. Is he making a comment in this play about this? Is his perspective biblical?

of play as you finish reading it to determine characterization, setting and significance of story in relationship to Elizabethan events • Summarize each Scene and Act • Write an edifying imaginary encounter with the villain • Write a letter of advice to the victim, framing it in words typical of Shakespeare’s time and relevant to the way that character is developed in the play • If available, watch the play on dvd and compare that dramatization with the written text • Use nouns as adjectives appropriately • Identify adverbs • Use comparative adjectives and adverbs correctly • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Nothing or other Shakespeare IGCSE required play Language Network (131-139 ) Required Spelling 23, 24

quizzes Summaries Letter Encounter writing

Topic 5: Practice (6 weeks)

Units Standards Biblical

Integration Suggested Activities

and Methods

Suggested Resources

Suggested Assessment

Unit 13 Practice IGCSE Exams (2 weeks)

• Practice writing IGCSE questions • Create Paper 1 and Paper 2 questions for literature studied, and write those created exams

CIE online Downloaded exam papers from 2007-2009 Required Spelling 25, 26

Practice exams

Unit 14

Mid-Terms

Required Spelling 27,

Mid-Terms and Career Practice (2 weeks)

Work Experience 28

Unit 15 Poetry for Exams I (2 weeks)

4.3.4c, 4.4.4, 4.11.5, 4.12.1

A lot of poetry unfolds the human heart. God also speaks a great deal about our hearts. Read Proverbs 13:12; 14:10, 13-14, 30; 15:13, 15. How is this biblical teaching on the heart reflected in this poetry?

• Study Alfred Lord Tennyson (or other featured IGCSE poet): historical, cultural, personal setting Analyze Tennyson’s required poetry from In Memoriam A. H. H. • Literature groups: decide defining characteristics, messages, and tone • Independent: journal about each poem: identify rhythms, imagery, figurative language, stereotypes, structures, etc. and write why it is meaningful • Choose selected parts to memorize, recite and speak on (explain why chosen, and interpret lines • Choose correct adjective or adverb in writing, and avoid double negatives • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Alfred Lord Tennyson’s required poetry (or other IGCSE poet) Language Network (140-143; 146-147) Required Spelling 29, 30

2 vocab quizzes Journals Recitations/interpretations

Unit 16 Poetry for Exams II (2 weeks)

4.4.4, 4.10.5-6, 4.4.3

Jesus warned us that “the mouth speaks out of that which fills the heart” (Matthew 12:34b). As you examine the themes of this poet, consider what filled

• Study the remaining poems of Tennyson (or focal IGCSE poet), writing a full journal analysis on each • Literature groups: share journal insights • Create exam questions on Tennyson

Alfred Lord Tennyson’s required poetry (or other IGCSE poet) Norton Required Spelling 31, 32

2 vocab quizzes Journals Timed writes

his/her heart. Ask yourself what is filling your heart, and if you are storing up good treasure in your heart or treasuring unforgiveness, offendedness, sorrow, bitterness...(Note Matthew 15:18-20.)

• Choose 2 questions and do a timed write response as if for an IGCSE exam • 4-5 spelling, 5 vocab words each week, 1 spelling rule

Topic 6: Short Stories (4 weeks)

Units Standards Biblical

Integration Suggested Activities

and Methods

Suggested Resources

Suggested Assessment

Unit 17 (2 weeks)

4.3.4d, 4.4.1, 4.4.3a, 4.9.11, 4.10.9

Purpose: God purposes for every person to be a hero. Paul gets excited about this often! Read Ephesians 1:3-4, 12, 17-19. We are empowered with heavenly blessings, with Christ’s own glory. Heroes do heroic deeds. Read Ephesians 2:10. God’s assigned to each of us heroic deeds to fulfil. We are strengthened with power by His Holy Spirit (Ephesians 3:16).

• Read 4 short stories from IGCSE list and write for each: Character sketch of villain (achetypes?) Character sketch of hero Plot chart identifying conflict, rising action, climax and denouement Theme analysis (essay on theme from IGCSE literature) Name Point of view and tell why/how effective • IGCSE Creative writing: your own story with one of the same characters, different ending, encounter w/character, diary by character, interview w/minor character, etc. • Review vocabulary of the year and take a final test over it

Language Network (150-160) Stories of Ourselves Required Spelling 33, 34

End of year vocab test Character sketches Plot charts Theme analysis Creative writings

How does God’s idea of a hero relate to the story heroes you are encountering? What strengthens these heroes? What kinds of heroic deeds are they doing? Who or what are they serving?

• Literature group: Discuss style, tone, message, point of view, impact and social/cultural significance of each story • Identify and use prepositions and conjunctions correctly

Unit 18 (2 weeks)

• Review and practice for exams (If a student is not going to sit an IGCSE exam, then he/she must take a regular 2 hour school final covering whatever of the 9/10th grade curriculum he/she has studied.)

Required Spelling 35

Final exam or IGCSE

Academy Owned Resources: Ferguson, Margaret, Mary Jo Salter and Jon Stallworthy. The Norton Anthology of Poetry. New York: W. W. Norton & Company, 2005. Glencoe Literature: The Reader’s Choice Course 5. New York: Glencoe McGraw-Hill, 2002. The Interactive Reader. Evanston: McDougal Littell, 2000. Language Network 8. Evanston: McDougal Littell Inc., 2001. The Language of Literature 9. Evanston: McDougal Littell, 2000. Literature Groups Sourcebook British Literature. New York: Glencoe McGraw-Hill, n.d. Merrick, David, Producer. The Great Gatsby. A Jack Clayton film featuring Robert Redford and Mia Farrow. Paramount, 1974. Songs of Ourselves. Cambridge: Cambridge University Press, 2009. Stories of Ourselves. Cambridge: Cambridge University Press, 2009. Fundamentals of Literature I Protected Book List

Brontë, Emily. Wuthering Heights. New York: Dover Publications, 1996. Cather, Willa. My Ántonia. Evanston: Mcdougal Littell, 2002. (with Source Book) Christie, Agatha. The Mousetrap and Other Plays. New York: Signet, 2000. Dickens, Charles. Great Expectations. London: Pan Books, 1980. Eliot, George. Silas Marner. New York: Bantam Books, 1992. Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1992. Lee, Harper. To Kill a Mockingbird. New York: Warner Books, 1982. Priestley, J.B. An Inspector Calls. Heinemann, n.d. Shakespeare, William. Much Ado About Nothing. New York: Dover Publications, 1994. Smith, Betty. A Tree Grows in Brooklyn. New York: HarperCollins Publishers, 2001.

Other Resources: Eliot Poems and Prose. New York: Random House (Alfred A. Knopf, 1998.

IGCSE Requirements (listed online www.cie.org.uk/ search “IGCSE subjects”, English 1st language) for 2012 exam Drama Arthur Miller Death of a Salesman (also on 2013 exams) (Fundamentals of Literature II)

William Shakespeare Much Ado about Nothing R. C. Sheriff Journey’s End Poetry Alfred, Lord Tennyson Mariana (Norton p. 619) The Lady of Shalott (Norton p. 621) Ulysses (Norton p. 629) extract from Maud final section of Part II: from “Dead, long dead” to “Is enough to drive one mad” from In Memoriam A. H. H.: VII (“Dark house, by which once more I stand”) (Norton p. 634) XXIV (“And was the day of my delight”) L “Be near me when my light is low”) (Norton p. 635) LXVII (“When on my bed the moonlight falls”) (Norton p.635) CVI (“Ring our, wild bells, to the wild sky”) CXV (“Now fades the long last streak of snow”) Crossing the Bar (Norton p. 641) From Songs of Ourselves Cambridge University Press Thomas Hardy The Voice (Fundamentals of Literature II) Allen Curnow Time (Fundamentals of Literature II) Matthew Arnold Dover Beach (also Norton p. 711; bio p. 1299) (Fundamentals of Literature II) Adrienne Rich Amends (bio in Norton p. 1335) Ted Hughes Full Moon and Little Frieda Gillian Clarke Lament John Keats The Grasshopper and The Cricket Vachel Lindsay The Flower-fed Buffaloes Boey Kim Cheng Report to Wordsworth (Fundamentals of Literature II) John Clare First Love (Fundamentals of Literature II) Dennis Scott Marrysong (Fundamentals of Literature II) George Gordon Lord Byron So, We’ll Go No More A-Roving (Fundamentals of Literature II) Elizabeth Barrett Browning Sonnet 43 (“How do I love thee? Let me count the ways”) Edna St. Vincent Millay Sonnet 29 (“Pity me not because the light of day”) Prose

Emily Bronte Wuthering Heights (also on 2013 exams) Bessie Head When Rain Clouds Gather (Fundamentals of Literature II) F. Scott Fitzgerald The Great Gatsby (also on 2013 exams) Edith Wharton Ethan Frome (Fundamentals of Literature II) From Stories of Ourselves Charles Dickens The Signalman (Fundamentals of Literature II) Charlotte Perkins Gilman The Yellow Wall Paper (Fundamentals of Literature II) Arthur Conan Doyle How It Happened Ray Bradbury There Will Come Soft Rains (also in Language of Literature 10 pp.84-93) (Fundamentals of Literature II) John Wyndham Meteor (Fundamentals of Literature II) Alex La Guma The Lemon Orchard Bernard MacLaverty Secrets Borden Deal The Taste of Watermelon Jhumpa Lahiri The Third and Final Continent Tim Winton On Her Knees (Fundamentals of Literature II)

Our students will need to write

Paper 1: Set Texts – Open books 2 hours 15 minutes This paper has three sections: Drama, Prose and Poetry. Candidates answer one question from each section. All questions carry equal marks. Candidates may take their set texts into the exam, but these texts must not contain personal annotations, highlighting or underlining. On each set text, candidates have a choice of three questions as follows:

• Poetry – one passage-based question and two essay questions. • Drama – one passage-based question, one essay question, one ‘empathic’ question (see below for more details). • Prose – as for Drama.

Candidates must answer at least one passage-based question and at least one essay-based question. ‘Empathic’ questions address the same assessment objectives as the essay and passage-based questions. These questions test knowledge, understanding and response, but give candidates the opportunity to engage more imaginatively with the text by assuming a suitable ‘voice’ (i.e. a manner of speaking for a

specific character). Passage-based questions ask candidates to re-read a specific passage or poem from the set text before answering. The passage/poem is printed on the exam paper. All questions encourage an informed personal response and test all assessment objectives. This means that candidates will have to demonstrate:

• their personal response, sometimes directly (answering questions such as ‘What do you think?’, ‘What are your feelings about…?’) and sometimes by implication (such as ‘Explore the ways in which…’); • their knowledge of the text through the use of close reference to detail and use of quotations from the text; • their understanding of characters, relationships, situations and themes; • their understanding of the writer’s intentions and methods, and response to the writer’s use of language.

Paper 3: Unseen 1 hour 15 minutes Paper 3 comprises two questions, each asking candidates for a critical commentary on (and appreciation of) previously unseen writing printed on the question paper. Candidates answer one question only. One question is based on a passage of literary prose (such as an extract from a novel or a short story); the other question is based on a poem, or extract of a poem. Candidates are advised to spend around 20 minutes reading their selected question and planning their answer before starting to write. There are no set texts for this paper.

Cambridge IGCSE First Language English has three Assessment Objectives (AOs). AO1: Reading Candidates will be assessed on their ability to: R 1 Understand and collate explicit meanings R2 Understand, explain and collate implicit meanings and attitudes R3 Select, analyse and evaluate what is relevant to specific purposes R4 Understand how writers achieve effects AO2: Writing Candidates will be assessed on their ability to: W 1 Articulate experience and express what is thought, felt and imagined W2 Order and present facts, ideas and opinions W3 Understand and use a range of appropriate vocabulary W4 Use language and register appropriate to audience and context W5 Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling AO3: Speaking and listening (for those who do the optional exam on speaking and listening) Candidates will be assessed on their ability to: S1 Understand, order and present facts, ideas and opinions S2 Articulate experience and express what is thought, felt and imagined S3 Communicate clearly and fluently S4 Use language and register appropriate to audience and context S5 Listen to and respond appropriately to the contributions of others

Grade A A Grade A candidate will have demonstrated the ability to: • sustain a perceptive and convincing response with well-chosen detail of narrative and situation; • demonstrate clear critical/analytical understanding of the author’s intentions and the text’s deeper implications and the attitudes it displays; • make much well-selected reference to the text; • respond sensitively and in detail to the way language works in the text; • communicate a considered and reflective personal response to the text.

Grade C A Grade C candidate will have demonstrated the ability to: • make a reasonably sustained/extended response with detail of narrative and situation; • show understanding of the author’s intentions and some of the text’s deeper implications and the attitudes it displays; • show some thoroughness in use of the text for support; • make some response to the way language works in the text; • communicate an informed personal response to the text.

Grade F A Grade F candidate will have demonstrated the ability to: • make a few straightforward points in terms of narrative and situation; • show a few signs of understanding of the author’s intentions and the surface meanings of the text; • make a little reference to the text; • show evidence of a simple personal response to the text.

POETRY TERMS

1. alliteration: like a type or rhyme, repeats initial consonants within a line or two:

In summer season, when soft was the sound

(from “Piers Plowman” by Langland)

Why do that? Alliteration can create a feeling, here a gentle feeling from the soft swooshing sound. Sometimes alliteration can imitate something, like water, wind, gunfire. 2. assonance: This is a type of near rhyme, where the stressed vowels make the same sound, but the consonants do not.

Rhyme: neck, wreck, trek

Assonance: neck, met, rest

It can appear at the end of two lines, where one would expect rhyme to occur, and it almost does, or it may be inside a line: that dolphin-torn, that gong-tormented sea (William Butler Yeats). 3. caesura: this is when a marked pause happens mid-line instead of at the end of lines, as in Anglo-Saxon poetry: The hammered links held; the point Could not touch him. He’d have traveled to the bottom of the earth, Edgetho’s son, and died there, if that shining Woven metal had not helped—and Holy God, who sent him victory, gave judgment (from Beowulf, lines 478-482) 4. consonance: this is another melodic type of near rhyme, where the consonants agree, but the vowels do not. when the consonants

are initial ones, it is alliteration:

I caught this morning morning’s minion, kingdom of daylight’s

Dauphin, dapple-dawn-drawn Falcon, in his riding

Of the rolling level underneath him steady air

(from Hopkins’ “The Windhover”)

This begins with m and n sounds, and rolls into d and n sounds suggestive of a gliding and flickering. 5. rhyme: You know what rhyme is! Sometimes it is internal rhyme:

In the cadence of labels the agents toil

Sorting, cavorting and courting their files

While other times it is the last words of each line forming a pattern (aabb):

If we shadows have offended,

Think but this, and all is mended,

That you have but slumbered here,

While these visions did appear.

(lines by Puck in Midsummer Night’s Dream, Act 5, Scene 1)

6. onomatopoeia: These are words that sound like what they represent, like Splash!

7. simile: When two unlike things are compared using a connecting word like “as” or “like” you have a simile:

O, my love is like a red, red rose,

That is newly sprung in June.

(from “A Red Red Rose” by Robert Burns)

Obviously, his love, a woman, is not like a red rose, a flower. Yet the beauty, richness and softness of them both, and the enticing aroma of the rose is like how this woman entices him, drawing him ever to her.

8. metaphor: When something is said to be something it is not, to make a comparison of characteristics, you have a metaphor. No “like”

or “as” is used.

The fog comes

on little cat feet.

It sits looking

over harbor and city

on silent haunches

and then moves on.

(“Fog” by Carl Sandburg)

Here you can see that the fog is made out to actually be a cat, though we know it cannot be. Why? This creates a mood of both mystery and charm, making one think of a silky and independent living thing, watchful and capable of pausing, and drifting onward. It is both aloof and inviting. 9. imagery of smell: Sometimes a writer teases his audience with a scent, as in Ben Jonson’s “Song: To Celia”:

I sent thee late a rosy wreath,… (I sent you a wreath of roses)

But thou thereon did’st only breathe, (And you just breathed on it)

And sent’st it back to me; (And sent it back to me)

Since when it grows, and smells, I swear, (Ever since it kept growing)

Not of itself, but thee. (And now it smells like you!)

Here a wreath of roses is said to smell like a perfumed lady, simply because she breathed on it. Since roses have a lovely aroma, this is high praise!

10. imagery of taste: This is when a writer refers to a food and makes you think on its taste:

cinnamon and brown sugar crumble on the warm apple pie, heaped with vanilla ice cream

While this offers imagery of sight, it also makes my mouth water!

11. imagery of sound: This is when a writer causes you to think on a sound you have heard:

Hear the sledges with the bells -

Silver bells!

What a world of merriment their melody foretells!

How they tinkle, tinkle, tinkle,

In the icy air of night!

While the stars that oversprinkle

All the heavens seem to twinkle

With a crystalline delight;

Keeping time, time, time,

In a sort of Runic rhyme,

To the tintinnabulation that so musically wells

From the bells, bells, bells, bells,

Bells, bells, bells -

From the jingling and the tinkling of the bells. (from “The Bells” by Edgar Allen Poe)

In this case the poet is using both onomatopoeia and description to help us hear the silver bells ringing. His use of repetition is like bells chiming. 12. imagery of sight: Sometimes visual images are offered to an audience to create a deeper meaning, as in these lines which Macbeth

spoke to the 3 witches:

If you can look into the seeds of time,

And say which grain will grow and which will not,

Speak then to me, who neither beg nor fear

Your favours nor your hate.

(lines by Macbeth, Act 1, Scene 3 from Macbeth)

One can picture an hour glass filled with seeds, yet one is looking at the same time into the future, and the seeds are possibilities facing Macbeth today, some of which will develop into his future, others of which will become nothing. 13. imagery of touch: Sometimes in a poem we can sense the texture of something, and it seems more real and intense:

rose-petal soft

14. personification: This is when something not human is made to seem human in appearance, feelings, thoughts or behaviors:

O wall, full often hast thou heard my moans,

For parting my fair Pyramus and me.

My cherry lips have often kissed thy stones;

Thy stones, with lime and hair knit up in thee.

(lines by Flute in Midsummer Night’s Dream, Act 5, Scene 1)

(Oh wall, you’ve often heard my moans For separating Pyramus and me. My cherry lips have often kissed your stones; Your stones, with lime and hair bound up in thee.) Here a wall is made to seem like a person who can hear, be kissed, and even has hair (perhaps plant roots of weeds growing on it?).

15. meter: This is the beat. (The vertical lines show where the measures or “feet” end.)

a. iambic: every second syllable is stressed (gets the beat / )

∪ / ∪ / ∪ / ∪ /

The dawn will come with song and light

c. anapestic: every third syllable is stressed (gets the beat / )

∪∪ / ∪ ∪ / ∪ ∪ / ∪ ∪ /

In the new ness of dawn when the lark sings her song