Updated August 2010

Horry County Schools High School English Language Arts

Curriculum Maps 2010-2011

Rationale: To ensure a multi-faceted curriculum and a degree of continuity across the district’s high schools, a team of teachers and district personnel developed curriculum maps for English I, English II, English III, and English IV students. The primary goal is to engage each student in the study of literary works representing a range of genres, cultures, themes, subjects, time periods, and genders. Selected Texts: Textbooks were selected based on the publishers approved by the SDE. All short works on the CP lists are from Prentice Hall’s Literature series; whereas, all short works on the Honors lists are from the Holt, Rinehart, and Winston Elements of Literature series. The long works on each list are representative titles offered by the SDE adopted textbook companies and titles of available classroom sets currently in the schools. Longer works have been reviewed by a committee of students, teachers, administrators, parents, and district office personnel. Procedures for choosing alternative texts are to be followed when making choices for longer works that do not appear on the HCS High School English Language Arts Curriculum Maps for English I – English IV.

Correlations to Writing Objectives and Grammar Skills: The correlation featured on the curriculum maps for writing promotes a product focus and alignment to mentor texts. Writing objectives and grammar skills may be addressed in more ways than are specified in the correlations.

Grammar Scope and Sequence: The sequence of grammar skills specified in the HCS Grammar Scope and Sequence have been established using the 2008 Academic Standards for English Language Arts, the proficient levels of the Descartes ® resource aligned with MAP, and the grammar expectations of the SAT and ACT. The document provides specificity for teaching grammar in the context of writing in each English I – IV course.

Writing Curriculum Objectives: Our writing curriculum drives our instruction in the English Language Arts classroom and addressing the writing curriculum objectives based on the 2008 Academic Standards for English Language Arts is the focus of instruction. The writing curriculum portfolio is a collection of student work that reflects a student’s mastery of grade-level standards throughout the course. Students’ writing will be a performance-based reflection of mastery of these standards. Each curriculum item is directly correlated with multiple standards from the 2008 South Carolina English Language Arts Academic Standards. Students’ portfolios will exhibit growth over time in a way that is student-centered and focused on reflection and improving future writing.

HCS ELA Instructional Model for Student Engagement – 9-12: The strategies and guidelines of the HCS ELA Instructional Model for Student Engagement 9-12 are based on the Anatomy of an Effective Lesson and should be implemented to meet the expectations of the writing curriculum and state standards.

HCS High School English Language Arts – English I CP Curriculum Consensus Map

Updated August 2009 Page 1 of 3

Units from District- Adopted Text – Prentice Hall – Language and Literacy, Grade Nine

Selections from Units 1-6 and District-Approved Texts Indicator Focus – E 1

Grammar Skill Focus

Writing Objective Correlation

Literary Texts: Short Story Choose a minimum of one selection from the specified thematic units.

“Can Truth Change?” “Is Conflict Necessary?” “Do Heroes Have Responsibilities?”

1.1 1.2 1.3 1.4 1.5 1.6 1.8 3.1 3.2 3.3 4.2, 4.4, 4.5 4.3, 5.1, 5.3 6.5

Irregular & Regular Verbs

Subjects and Predicates

Objective 3 Objective 5 Objective 6 Objective 10 Objective 11

Literary Texts: Poetry Choose a total of twelve poems. Epic Choose a minimum of 2 excerpts.

Choose a minimum of one poem from Poetry Collections 1-8 in Unit 4 – “How Does Communication Change Us?” Choose a minimum of four poems from each of the Informational Texts sections within Unit 4 -- “How Does Communication Change Us?” The Odyssey

1.3, 1.5, 1.6 2.2, 3.3, 4.3, 4.4, 5.2, 5.3, 6.4 1.3, 1.4, 1.6, 3.4, 4.1

Prepositions & Prep. Phrases Revising to Vary Sentence Patterns Appositives Infinitives

Objective 3 Objective 5 Objective 10 Objective 11

Literary Texts: Drama Additional selections may be made from unit five and other available titles.

Romeo & Juliet

1.4, 1.5, 1.7 2.1, 3.1, 3.2 4.1, 5.2, 6.1

Revising to Combine Sentences w/ Phrases

Main & Sub. Clauses

Using Quotations

Objective 1 Objective 2 Objective 3 Objective 6 Objective 8

Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections; Each selection should come from a different category

Essays: “The Washwoman” “Desiderata” “The News” “Before Hip-Hop was Hip-Hop” Excerpt from Big Kiss Speeches: “I Have a Dream” “FDR’s First Inaugural Address” “FDR’s Address of the President by Radio from the White House” Biographies: Excerpt from A Lincoln Preface “Arthur Ashe Remembered” Autobiographies: “A White House Diary” “My English”

2.2, 2.3 2.4, 2.7 2.8, 3.1 3.2, 3.3 3.4, 4.4 4.5, 5.1 6.8

Adjectives Adverbs Direct and Indirect Objects Simple, Compound and Complex Sentences

Objective 3 Objective 4 Objective 5 Objective 7 Objective 8 Objective 10 Objective 11 Objective 12

HCS High School English Language Arts – English I CP Curriculum Consensus Map

Updated August 2009 Page 2 of 3

Informational Texts: Expository/Persuasive/Argumentative Texts Choose a minimum of four different texts from four different categories.

Articles: “Incubating Eggs at Small Quantities” (How-To) “Georgia School Displays iPod Ingenuity” (News) “Team Builds ‘Sociable’ Robot” (News) “Dodgers Celebrate Jackie Robinson Day” (News) Brochures: “Georgia Railway Museum” “Italy” (travel brochure) Case Study: “Careers in Robotics” Commentary: “A Hero in Our Midst” Guides: “Spanish-English Dictionary” Historical Research Study: Excerpt from Nothing to Fear: Lessons in Leadership from FDR Movie Review: “World Trade Center” Primary Source: “Emily Dickinson Poetfans: Sharyn Moore and her students” Recipe, Schedule: “New Road Chicken Pies” “Pascack Valley Line Train Schedule” Technical Directions: “How Podcasting Works” “Space Shuttle Basics” “Rock Climbing Equipment and Techniques”

2.2, 2.3, 2.6 2.7, 2.8, 3.1 3.2, 3.3, 3.4 4.2, 5.1, 5.3 5.4, 6.4, 6.5 6.6, 6.7

Varying Sentence Structure and Length Using Commas and Dashes

Objective 1 Objective 2 Objective 4 Objective 7 Objective 8 Objective 9 Objective 12

Literary and Informational: Non-Print Texts Choose a minimum of four texts. Refer to www.PHLitOnline.com for video/audio clips

“Beach Safety Guide” (Signs and Instructions) “NASA Launch Schedule 101” (Web Article) “Italy” (Atlas Entry) “Tornadoes” (Website) “Tropical Cyclone” (Web Encyclopedia Entry) -Pieces for Critical Viewing: Analyze (119, 543, 559, 663, 903, 998, 1037, 1059, 1060, 1197) Compare/Contrast (216, 242, 447, 696, 1075, 1104) Connect (10, 244, 247, 337, 459, 532, 637, 661, 701, 838, 1113, 1135) Evaluate (624, 646, 1107) Infer (218, 554, 1067, 1096, 1129) Interpret (66, 107, 384, 546, 612, 620, 856, 889, 1103) Support (13, 1129)

1.6, 2.1 2.3, 2.5 2.6, 6.1 6.3, 6.4 6.5, 6.6 6.7, 6.8

Colons, Semicolons, and Ellipsis Points

Objective 1 Objective 7 Objective 8 Objective 9 Objective 11

HCS High School English Language Arts – English I CP Curriculum Consensus Map

Updated August 2009 Page 3 of 3

Novels Choose one or follow procedures for alternate choices.

Romiette and Julio 610 L To Kill a Mockingbird 870 L Rules of the Road 850 L Tears of a Tiger 700 L Cold Sassy Tree 930 L The House on Mango Street 870 L Things Fall Apart 890 L

1.2, 1.3 1.4, 1.5 1.6, 1.8 3.1, 3.2 3.3, 3.4 4.6, 5.5 6.3, 6.4

Common and Proper Nouns Active Voice Pronouns

Objective 5 Objective 6 Objective 7 Objective 10 Objective 11 Objective 12

HCS High School English Language Arts – English I Honors Curriculum Consensus Map

Updated August 2009 Page 1 of 2

Units from District-Adopted Text -- Holt, Elements of Literature, 4th Course

Thematic Units Containing Approved Selections and District Approved Texts

Indicator Focus E1

Grammar Skill Focus Writing Objective Correlation

Literary Texts: Short Story, Myths and Legends Short Story: Choose a minimum of one from each collection. Myth and Legend: Choose a minimum of one.

Collection 1: Plot and Setting Collection 2: Character Collection 3: Narrator and Voice Collection 4: Symbolism and Irony Collection 9: The Hero’s Story

Collection 1: 1.4-8, 2.6-8, 3.1-2, 4.3-4, 4.6, 5.3, 6.5-6 Collection 2: 1.1-2, 1.4-8, 2.2, 2.6, 3.1, 4.2-3, 4.6, 5.3 Collection 3: 1.1-8, 2.3-6, 3.1-2, 4.4, 5.2-3 Collection 4: 1.4-8, 2.3-4, 2.6, 3.1-2, 3.4, 4.1-3, 4.5-6, 5.2-3, 6.5 Collection 9: 2.5-2.8, 3.1, 4.1-4.3, 4.5-6, 5.1-5.5, 6.3, 6.7

Collection 1: • Personal Pronouns • Present Tense Collection 2: • Quotation Marks and Dialogue • In-text citations • Main and Subordinate Clauses Collection 3: • Inverted Order • Subject Verb Agreement • Voice of Verbs Collection 4: • Participles Appositives • Sentence Length and Structure Collection 9: • Misplaced Modifier • Dangling Modifier

Objective1 Objective5 Objective 6 Objective 7 Objective 9 Objective 10 Objective 12

Literary Texts: Poetry Choose a minimum of one poem from each poetry focus category. Epic: Choose a minimum of five selections.

Collection 7: Poetry Imagery and Form Figures of Speech Sounds of Poetry Author Study: Robert Frost The Odyssey: www.enotes.com/oddyssey-text

Collection 7: 1.1, 1.3, 1.5-8 2.6, 2.8, 3.1-4 4.1, 4.3-6, 5.2-3 6.5-6.6

Collection 7: • Punctuation • Capitalization • Syntax

Collection 7: Objective 3 Objective 5 Objective 7 Objective 10 Objective 11 Objective 12

Literary Texts: Drama Choose a minimum of one selection.

Julius Caesar (Collection 8)

Antigone

A Midsummer Night’s Dream

Collection 8: 1.1, 1.4-8, 2.3 2.6-7, 3.2-3, 4.1, 4.3-6, 5.1, 5.3-5, 6.1-8

Collection 8: • Coordination and Subordination

• MLA Format

Collection 8: Objective 1 Objective 3 Objective 5 Objective 6 Objective 10 Objective 11 Objective 12

HCS High School English Language Arts – English I Honors Curriculum Consensus Map

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Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections from Collections 5 & 6: Informational Texts: Expository/Persuasive/ Argumentative Texts Choose a minimum of four selections from Collections 5 & 6. Literary and Informational: Non-Print Texts Choose a minimum of three from Information Skills list, in addition to the required text.

from Team of Rivals from A Choice of Weapons “Typhoid Fever” from Angela’s Ashes from High Tide in Tucson “There Comes a Time When People Get Tired” “Eulogy for Martin Luther King, Jr.” from Silent Spring

1.2, 1.3, 1.5, 1.6, 2.3, 2.4, 2.7, 3.2, 3.3, 3.4, 6.5

• Punctuation: Dash and/or Comma Usage

• Parallel Structure • In-text citations • Loaded Words • Persuasive Appeal

Objective 2 Objective 4 Objective 7 Objective 8 Objective 9 Objective 12

from Into Thin Air from 102 Minutes: The Untold Story of the Fight to Survive Inside the Twin Towers “9/11 Dogs Seemed to Escape Illnesses” “Target Real Violence, Not Video Games” “Jackie Changed Face of Sports” “Online Opinions from The Life Press”

1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.7 3.1 4.1, 4.3 5.4 6.5

• Introductory Clauses and/or Phrases

• Active and Passive Voice

from The 9/11 Report: A Graphic Adaptation (required) Choose selections from Analyzing Visuals (page A34):

1.1, 1.2, 1.4, 1.5, 1.6, 1.7 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 3.2 6.1, 6.7

• Strong Verbs • Precise Language

Novels Choose a minimum of one novel in addition to the summer reading selection or follow procedures for alternate choices.

To Kill a Mockingbird (870L) Lord of the Flies (770L) Cold Sassy Tree (930L) Things Fall Apart (890L) Wish You Well (880L)

1.1-1.8, 3.1-4, 4.1-6 5.1-5

• Reinforcement of Major Grammatical Concepts

Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 9 Objective 10 Objective 12

HCS High School English Language Arts – English II CP Curriculum Consensus Map

Updated August 2009 Page 1 of 3

Units from District- Adopted Text – Prentice Hall – Language and Literacy, Grade Ten

Selections from Units 1-6 and District-Approved Texts Indicator Focus E - 2 Grammar Skill Focus Writing Objective Correlation

Literary Texts: Short Story Choose a minimum of four selections. Each selection addresses the correlated standards.

“The Masque of the Red Death” and/ or “The Garden of Stubborn Cats” “The Monkey’s Paw” and/or “The Leap” “The Censors” and/or “The Leader in the Mirror” “Contents of a Dead Man’s Pocket” and/or “Games an Twilight” “How much Land Does a Man Need” and/or “Civil Peace” Excerpt from A Connecticut Yankee in King Arthur’s Court” and/or excerpt from Don Quixote” (parody/satire)

1.5,3.2, 3.3,3.4,4.4, 5.3,6.5 1.4,1.5,1.6, 3.2, 3.3, 3.4, 4.4,5.3 1.1,1.5, 3.3, 3.4, 4.3 4.4,4.5 1.4,1.5,1.6, 3.2, 3.3, 3.4, 4.4,5.2, 5.3 1.4,1.6,3.2, 3.3, 3.4 3.3, 3.4, 4.1,4.4,5.3

Active/ Passive Voice Common and Proper Nouns Subject/Verb Agreement Personal Pronouns Action and Linking Verbs

Objective 3 Objective 3 Objective 11 Objective 5 Objective 10 Objective 6 Objective 6 Objective 3 Objective 1

Literary Texts: Poetry Choose a minimum of eight poems from specified thematic units.

Narrative: “The Bridegroom” “A Tree Telling of Orpheus” Lyrical: “Making a Fist” “The Guitar” “Spring and All” Epic: Excerpt from Sundiata: An Epic of Old Mali” Excerpt from Rama’s Initiation” Selections from: Poetry Collections 3 and 4: “Poetic Forms” Poetry Collections 5 and 6:“Figurative Language” Selections from: “How Does Communication Change Us?”

1.1, 1.2, 1,4, 1.6, 3.2 1.1, 1.2, 1.6, 3.2 1.1,1.4, 1.6, 3.1, 3.2 1.1, 1.5, 3.2 1.1, 1.3, 3.2, 1.7

Prepositions and Prepositional Phrases

Conjunctions

Pronoun Agreement Sentence Variety Infinitives Comma Usage

Objective 3 Objective 5 Objective 6 Objective 7 Objective 11

Literary Texts: Drama Choose a minimum of one selection.

Antigone Julius Caesar

1.4,1.6,3.2,4.3,4.4,5.4 6.2,6.5 1.1,1.4,1.5,3.1,3.2,5.1

Participles and Participial Phrases Gerunds Independent and Subordinate Clauses Absolutes and Absolute Phrases

Objective 4 Objective 10 Objective 2 Objective 4 Objective 5 Objective 6

HCS High School English Language Arts – English II CP Curriculum Consensus Map

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Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose one selection from a minimum of four categories.

Essays: “The Leader in the Mirror” “One Million Volumes” “The American Idea” Excerpt from The Way to Rainy Mountain” “How to React to Familiar Faces” Speeches: “Keep Memory Alive” “from Nobel Lecture” “Hold Fast Your Dreams – and Trust Your Mistakes” Biographies: “Marian Anderson, Famous Concert Singer” Autobiographies: “Conductorette” from I Know Why the Caged Bird Sings Excerpt from Swimming to Antarctica” Memoirs: Excerpt from Desert Exile: The Uprooting of a Japanese-American Family Selections from: “What Kind of Knowledge Changes Our Lives?”

1.2, 1.6,2.1, 2.3 3.1, 3.2 1.5, 2.2, 2.3, 3.1 3.2 1.1, 1.5, 1.6 1.2, 3.2 1.2, 1.5, 3.2 1.1, 1.2, 1.6, 1.8

Relative Pronouns

Direct and Indirect Objects Degrees of Adjectives Degrees of Adverbs

Abstract and Concrete Nouns

Objective 3 Objective 4 Objective 7 Objective 11 Objective 12

Informational Texts: Expository/Persuasive/Argumentative Texts Choose one selection from a minimum of four categories.

Newsletter: -“Healdsburg Jazz Festival” Articles: -“Feel the City’s Pulse?” (feat.) -“Tides” (tech.) -“Black Water Turns the Tide on Florida Coral” (news release) -“The New York Times, November 10, 1999” (editorial) -“Will All the Blue Men End Up in Timbuktu?” (magazine) Directions/Guides/Interviews: -“Compass Instructions and Warranty” -“GPS Quick-Start Guide” -“California State University at Fullerton Course Catalog” -“Mali” (atlas) -“County of Sonoma Volunteer Application” -“BLS Career Information: Urban Planner” -“City of Perry Firefighter Examination Process” Reviews: -“Santa Claus Meets Sophocles” (drama) -“A ‘Prequel’ to Antigone” (drama) -“Mothers and Daughters” (book) -“The Joy Luck Club” (movie) Primary Sources: -“Interactive Dig” -“Voices from the Wall”

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8 4.2, 4.6, 5.4, 5.5

Analyze/vary sentence structure Voice and mood of verbs

Independent and subordinate clauses

Objective 2 Objective 4 Objective 7 Objective 9 Objective 10

HCS High School English Language Arts – English II CP Curriculum Consensus Map

Updated August 2009 Page 3 of 3

Literary and Informational: Non-Print Texts Choose a minimum of three texts. Refer to www.PHLitOnline.com for video/audio clips

-“Egyptology Resources” (website) -“Folger Shakespeare Library Hours and Exhibit Placards” (signs) -“Atlanta-Fulton Public Library System: Borrowers Services” (website) -Pieces for Critical Viewing: Analyze (648, 922, 944, 999, 1109, 1211) Assess (570) Compare/Contrast (375, 592, 885) Connect (174, 379, 412, 493, 504, 551, 687, 704, 966, 1213) Evaluate (854) Infer (49, 340, 600, 899, 1114) Interpret (345, 377, 387, 642, 646, 679, 737, 911, 916) Support (34, 101, 569) Synthesize(854)

2.3, 1.6 2.2, 2.5,6.8 6.1, 6.3, 6.4, 6.5, 6.6, 6.7

Common usage problems Active and passive voice Punctuation (i.e. capitalization and apostrophes)

Objective 1 Objective 8

Novels Choose one or follow procedures for alternate choices.

Ellen Foster 870L Lord of the Flies 770L Their Eyes Were Watching God 1080L Speak 690L Tuesdays with Morrie 830L Bucking the Sarge 1000L

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 3.1, 3.2, 3.3, 3.4 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 5.2, 5.3

Review of all major grammatical concepts

Objective 3 Objective 5 Objective 6 Objective 7 Objective 10 Objective 11

HCS High School English Language Arts – English II Honors Curriculum Consensus Map

Updated August 2009 Page 1 of 4

Units Containing Selections Based on District-Adopted Text – Holt, Elements of

Literature, American Literature, 5th Course

Thematic Units Containing Selections and District Approved Texts

Indicator Focus E2 Grammar Skill Focus Writing Objective

Correlation

Literary Texts: Short Story

Choose a minimum of one selection from each group.

Group One "The Minister's Black Veil" "The Pit and the Pendulum"

"An Occurrence at Owl Creek Bridge"

Group Two "To Build a Fire"

"The Story of an Hour" "The Celebrated Jumping Frog of

Calaveras County"

Group Three "A Rose for Emily"

"The Life You Save May Be Your Own" "Soldier's Home"

Group Four

"Speaking of Courage" "When Mr. Pirzada came to Dine"

"Daughter of Invention"

1.2, 1.5, 1.6, 3.1, 3.2, 3.4, 4.4, 5.2, 5.3, 5.6, 6.1, 6.2, 6.6, 6.7 1.1, 1.4, 1.5, 1.7, 2.6, 3.1, 3.2, 4.5, 4.6, 5.2, 5.4, 5.6, 6.7 1.1, 1.4, 1.5, 1.6, 2.2, 3.2, 4.2, 4.4, 4.6, 5.4, 5.6, 6.5, 6.7, 6.8 1.4, 1.6, 1.7, 2.4, 3.2, 4.2, 5.2, 5.4, 5.6, 6.5, 6.7

Independent and

subordinate clauses, adjective clauses, relative pronoun, relative adverbs

Participial phrases, active and passive voice

Modifiers, varying sentence beginnings

Sentence combining, varying sentence structure

Obj. 5 Obj. 9 Obj. 6 Obj. 10 Obj. 7 Obj. 11 Obj. 5 Obj. 7 Obj. 6 Obj. 11 Obj. 1 Obj. 4 Obj. 3 Obj. 10 Obj. 3 Obj. 5 Obj. 4 Obj. 10

Literary Texts: Poetry

Choose a minimum of two poems from each group.

Group One "Here Follow Some Verses Upon the Burning of Our House, July 10, 1666"

"Huswifery" "The Raven"

"At the Cemetery"

Group Two "I Hear America Singing"

from Song of Myself (all selections) "Because I Could Not Stop for Death"

"Much Madness is Divinest Sense"

Group Three "Thanatopsis"

"The Love Song of J. Alfred Prufrock" "The Death of the Hired Man" "The River Merchant's Wife:

A Letter"

1.1, 1.3, 1.5, 1.6, 5.2, 5.4, 5.6, 6.4, 6.5, 6.8 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 3.2, 4.1, 4.2, 4.3, 4.6, 5.6, 6.7 1.1, 1.3, 1.5, 1.6, 1.7, 3.2, 4.2, 5.2, 5.3, 5.6,6.5, 6.8

Varying sentence types, direct/indirect objects

Fragments and run-ons, varying sentence

beginnings, adverb clauses

Verb moods, sentence combining

Obj. 1 Obj. 7 Obj. 10 Obj. 3 Obj. 10 Obj. 5 Obj. 11 Obj. 3 Obj. 5 Obj. 6 Obj. 10

HCS High School English Language Arts – English II Honors Curriculum Consensus Map

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Group Four Langston Hughes' poems (select two)

"America" "Homework" "The Fish"

"Trying to Name What Doesn’t Change"

1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 5.6, 6.8

No explicit grammar skills exist in the modern poetry

section.

Obj. 3 Obj. 5 Obj. 7 Obj. 10

Literary Texts: Drama

Choose a minimum of one whole selection to read.

The Crucible (Puritan period or Modern drama)

A Raisin in the Sun

(Modern drama)

1.1, 1.4, 1.5, 1.6, 1.7, 2.2, 5.5, 5.6 6.3, 6.8

Vivid nouns and verbs Obj. 1 Obj. 4 Obj. 5

Literary Nonfiction: Essays, Speeches, Biographies,

Autobiographies, Memoirs

Choose a minimum of five selections.

Native American Voices From The Way to Rainy Mountain

(Memoir)

Voyages and Visions from “Of Plymouth Plantation”

(Chronicle)

from “A Narrative of the Captivity” (Personal Narrative)

Forging a New Nation

“Speech to the Virginia Convention” (Speech)

from The Autobiography: The Declaration of Independence

(Autobiography)

The Transforming Imagination from “Self-Reliance” (Essay)

from “Walden, or Life in the Woods” (Essay)

Up from Slavery

from Narrative of the Life of Frederick Douglass (Autobiography)

“Ain’t I a Woman?” (Speech)

The Ravages of War

“The Gettysburg Address” (Speech)

1.2, 2.1, 3.1, 5.2, 5.3, 5.6, 6.5 1.1, 1.5, 1.6, (E3-)3.3 1.5, 2.4 2.1, 2.4, 4.4, 5.4, 5.6 2.1, 2.4, 2.5, 3.2, 4.4, 5.3, 5.4, 6.2, 6.5 1.3, 3.2, 4.4 1.3, 1.6, 3.2, 5.4, 5.6 1.2, 2.4, 3.1, 4.4, 5.2, 6.5, 6.7 1.3, 1.5 2.2, 2.3, 2.4, 5.2, 5.6, 6.7 1.3, 3.1

Etymology

Subjects, Verbs, and Complements

Verb Tense, Substantives

Parallel Structure, Vivid, Precise Verbs, Pronoun

Case

Pronoun-Antecedent Agreement

Coordinating Conjunctions

Verb Tense

Syntactical Analysis (effect and variety) and Imitation

Obj. 3 Obj. 6 Obj. 5 Obj. 11 Obj. 3 Obj. 9* Obj. 7 (Plain Style) Obj. 2 Obj. 4 Obj. 3 Obj. 7 Obj. 4 Obj. 8 Obj. 7 Obj. 4 Obj. 7 Obj. 5 Obj. 8 Obj. 3 Obj. 7 Obj. 4 Obj.11 Obj. 3 Obj. 7 Obj. 5 Obj. 4 Obj. 8 Obj. 4 Obj. 8 Obj. 7

HCS High School English Language Arts – English II Honors Curriculum Consensus Map

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The Age of Realism

from Life on the Mississippi (Memoir)

The Harlem Renaissance from Dust Tracks on the Road

(Autobiography)

The Wages of War from Night (Memoir)

from Hiroshima (Reportage)

Contemporary Nonfiction from Black Boy (Autobiography)

1.7, 4.4, 4.6, 6.5 1.5, 2.5, 4.2, 6.5, 6.7 6.5, 6.7 1.5, 5.1

Modifiers (misplaced and dangling)

Sentence Variety

Obj. 3 Obj. 5 Obj. 3 Obj. 5 Obj. 3 Obj. 5 Obj. 2 Obj. 8 Obj. 4 Obj. 3 Obj. 5

Informational Texts: Expository/Persuasive/ Argumentative Texts

Choose a minimum of three

texts.

Voyages and Visions from Sinners in the Hands of an Angry

God (Sermon)

Forging a New Nation from “The Crisis, No. 1” (Political Essay)

The Transforming Imagination

from “Resistance to Civil Government” (Essay)

from “Letter from Birmingham City Jail”

(Letter)

1.1, 1.3, 1.5, 4.4, 5.3, 5.4 1.3, 2.1, 2.4, 5.1, 5.2 1.3, 5.4 2.7, 5.4

Subject-Verb Agreement

Syntactical Analysis (effect and variety) and Imitation

Syntactical Analysis (effect and variety) and Imitation

Syntactical Analysis (effect and variety) and Imitation

Obj. 4 Obj. 11 Obj. 8 Obj. 4 Obj. 7 Obj. 5 Obj. 8

Obj. 4 Obj. 7 Obj. 5 Obj. 8 Obj. 4 Obj. 8 Obj. 7

Literary and Informational: Non-Print Texts

Choose a minimum of three.

Choose texts from the “Analyzing Visuals” section of each thematic unit (pages 17, 124, 217, 452, 620, 759, 1171, 1434). Additional resources:

The Ravages of War http://nces.ed.gov/nceskids/createAgraph/

default.aspx http://ehistory.osu.edu/uscw/features/med

icine/cwsurgeon/statistics.cfm The Wages of War

Dr. Seuss Political Cartoons and Propaganda

http://www.pbs.org/independentlens/politi

1.1, 1.2, 2.1, 2.3, 2.4, 2.5, 2.6, 2.7

Obj. 2 Obj. 4 Obj. 7 Obj. 8 Obj. 12

HCS High School English Language Arts – English II Honors Curriculum Consensus Map

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caldrseuss/edu_2.html http://orpheus.ucsd.edu/speccoll/dspolitic/

Modern Drama – The Crucible Web quest (for research/background) http://www.janaedwards.com/crucibleweb

quest.html

Novels

Choose a minimum of one selection in addition to the

summer reading selection or follow the procedures for

alternate choices.

The Realms of Darkness The Scarlet Letter

The Moderns Their Eyes Were Watching God

Civil War & Its Aftermath Age of Innocence

Regionalism & Local Color My Antonia

Regionalism & Local Color The Adventures of Huckleberry Finn

The Moderns The Great Gatsby Contemporary

A Separate Peace

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 3.1, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6 These indicators follow for all novels.

Demonstrate correct syntactical analysis of fiction

Obj. 1 Obj. 5 Obj. 6 Obj. 7 Obj. 9 These objectives follow for all novels.

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Units from District-Adopted Text – Prentice Hall – American Experience

Selections from Units 1-6 and District-Approved Texts

Indicator Focus E - 3

Grammar Skill Focus Writing Objective Correlation

Literary Texts: Short Story Choose a minimum of four selections from textbook’s thematic units.

“The Devil and Tom Walker” “The Fall of the House of Usher” “Where is Here?” “An Occurrence at Owl Creek Bridge” Unit 3 “The Notorious Jumping Frog of Calaveras County” “The Story of an Hour” “A Rose for Emily” Unit 4 “Ambush” “The Life You Save May be Your Own” Unit 5 “Everyday Use” Unit 6

1.1, 1.2, 1.4, 1.5, 1.6, 1.8, 3.1, 3.2, 4.1-4.6, 5.2-5.5, 6.4

Syntax Misplaced & dangling modifiers Verbals Dialogue Punctuation Sentence parts

Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7 Objective 9 Objective 10 Objective 12

Literary Texts: Poetry Choose a minimum of eight poems from textbook’s thematic units.

“To My Dear and Loving Husband” Unit 1 Emily Dickinson study Unit 2 Walt Whitman study “We Wear the Mask” “Richard Cory” “Richard Bone” Robert Frost Study (include “Birches” and “Out, Out”) Langston Hughes Study (include “I, Too,” “Dream Variations,” and “Refugee in America”) “Who Burns for the Perfection of Paper” “Camouflaging the Chimera” “Streets”

1.1, 1.3, 1.5, 1.6, 2.3-4, 3.1, 3.3, 5.1, 5.2, 5.3, 5.4,

Punctuation, Syntax Sentence types Prepositions Conjunctions Interjections Comma use Pronoun antecedent agreement Possessive forms Incorporating quotes

Objective 3 Objective 5 Objective 6 Objective 7 Objective 8 Objective 10 Objective 11

Literary Texts: Drama Choose a minimum of one selection.

Cold Mountain [screenplay excerpt] The Crucible Our Town A Raisin in the Sun The Glass Menagerie Twelve Angry Men

1.1-1.7, 2.3, 2.4 3.1-3.3, 4.1-4.6, 6.1, 6.3

Dialogue Apostrophes in Dialogue Double negatives Sentence structure: Inverted order Run ons/fragments Commas Verb tense Punctuation

Objective 1 Objective 2 Objective 4 Objective 5 Objective 6 Objective 7 Objective 12

Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections.

“Speech in Virginia Convention” “Speech in the Convention” “Inspired by Nature” from Walden from Civil Disobedience from Mary Chesnut’s Civil War Unit 3 “Recollections of a Private”

1.1-8, 2.1-7, 3.2, 3.3,4.4, 4.5, 5.1, 5.2, 5.4, 5.6, 6.1, 6.3, 6.4

Subordinating conjunctions, Parallelism Phrases and clauses Rhetorical devices Varying sentences Sentence types

Objective 1 Objective 2 Objective 3 Objective 4 Objective 5 Objective 7 Objective 8 Objective 9 Objective 10 Objective 11 Objective 12

Unit 2

Unit 3

Unit 4

Unit 6

Unit 1

Unit 2

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Continued Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections.

“Confederate Account of the Battle of Gettysburg” “The Gettysburg Address” “Heading West” “I Will Fight No More Forever” Unit 3 Zora Neale Hurston’s from Dust Tracks on a Road James Thurber’s “The Night the Ghost Got In” Unit 4

from Hiroshima Unit 5

“Onomatopoeia” Unit 6 “Coyote v. Acme”

Syntax Dialogue Active v. Passive voice

Informational Texts: Expository/Persuasive/Argumentative Texts Choose a minimum of four texts.

from “Of Plymouth Plantation” from “Sinners in the Hands of an Angry God” “Declaration of Independence” “Water on Tap” “South Florida Environmental Report” “A Community’s Roots” “Virginia Archeological Site Record” “Citation Machine” Unit 4 “Wikipedia Article: Atlanta Braves” “Backing the Attack” Unit 5 “Urban Renewal” “Playing for the Fighting Sixty-Ninth” “One Day, Now Broken in Two”

1.1, 1.5, 2.2, 2.3, 2,4 3.1, 3.2, 4.4, 5.1, 5.4,6.2, 6.5, 6.7

Correlative conjunctions Parallelism Effective sentences and verbs usage Verb tense agreement Possessive forms

Objective 1 Objective 2 Objective 5 Objective 7 Objective 8 Objective 9

Literary and Informational: Non-Print Texts Choose a minimum of four text

“American Autobiography” (Illustrated Literary History) “Floor Plan of the President’s House” Unit 1

“The Gothic Family Tree” Unit 2 Art ~ Civil War Soldier (pages 500 & 503) Art ~ Battle of Gettysburg (page 617)

Art ~ Afternoon in Piedmont (page 629)

“Nobody Around Here Calls Me Citizen” (Use with “I, Too.”) Unit 4

Junk Rally Poster Unit 5

Critical Viewing-Graphic photo (page 1378) Unit 6

1.2, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8, 3.1, 4.1,6.4, 6.6, 6.7

Objective 3 Objective 7 Objective 8 Objective 10

Novels Choose a minimum of one or follow procedures for alternate choices.

The Scarlet Letter 1340 L Unit 1 Ethan Fromme 1160-1200L Unit 4 The Great Gatsby 1070L Of Mice and Men 630L Fahrenheit 451 890L Unit 5 A Walk to Remember 1010L Unit 6 The Secret Life of Bees 840L

1.2-8, 3.1, 4.1-4.6, 6.4

Syntax/dialect All areas of grammar, usage, and mechanics

Objective 1 Objective 2 Objective 5 Objective 6 Objective 9 Objective 10 Objective 11 Objective 12

Unit 1

Unit 2

Unit 3

Unit 6

Unit 3

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Literary Eras/ Essential Questions/

Novels

(Choose a minimum of one novel in addition to the summer reading selection or follow procedures for

alternate choices.)

Units Containing Selections (Based on District-Adopted Text –

Holt, Elements of Literature, British Literature, 6th Course) and District

Approved Texts

Informational Texts

(Choose a minimum of one per unit.)

Non-print Texts

* available in text and teacher resources through

http://my.hrw.com/ (Choose a minimum of one per unit.) (Appropriate substitutions acceptable)

Indicator Focus

E3

Grammar Skill Focus

Writing Objective

Correlation

Anglo-Saxon

440-1066

What moves a hero to act?

Required: from Beowulf (P) Choose at least 1: “The Seafarer” (P) “The Wife’s Lament” (P) “The Wanderer” (P) from Gilgamesh (P) from The Iliad (P)

Introduction to the Period

The Epic Tradition

*Graphic novel of Beowulf **Electronic Beowulf Who’s Who in Beowulf

(audio files to help w/pronunciation)

Beowulf audio (Old English) Map of mediaeval

Scandinavia Map of Anglo-Saxon

England excerpts from Lord of the

Rings or Star Wars (films)

1.1, 1.2, 1.4, 1.6, 1.7, 2.1, 2.2, 2.4, 3.2, E4-3.3, 3.4, 4.4, 5.3

Subject-Verb Agreement

Objective 6 Objective 7 Objective 11 Objective 12

Middle Ages

1066-1485

What moves a hero to act?

Required: The Prologue from Canterbury

Tales (P) Choose at least 1: from “The Pardoner’s Tale” from “The Wife of Bath’s Tale” Choose at least 1: from Sir Gawain and the Green

Knight (F) from Le Morte d’Arthur (F)

Medieval Narrative

Analyzing Style: Key Details

Introduction to The Canterbury Tales

from “Walking to Canterbury”

Animated Bayeux Tapestry *London to Canterbury (map) Canterbury Tales audio

(Middle English) The Ellesmere Chaucer

(illuminated manuscript) Sir Gawain and the Green

Knight by John Howe (painting)

*David with the Head of Goliath by Bernardo Strozzi (painting)

excerpts from First Knight (film)

1.1, 1.3, 1.5, 1.7, 2.1, 2.2, 3.2, E4-3.3, 3.4, 4.1, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.4

Progressive Forms of Verbs

Transitive/

Intransitive Verbs

Objective 2 Objective 4 Objective 5 Objective 7

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Renaissance

1485-1660

How do our hearts and minds influence our

actions?

Choose at least 1: Macbeth (D) Hamlet (D) As You Like It (D) Choose at least 1: “Of Studies” (NF) from “Female Orations” (NF) “Tilbury Speech” (NF) “Meditation 17” (NF) Choose at least 2: One Shakespearean sonnet (P) “On My First Son” (P) “The Passionate Shepherd to His

Love” (P) “The Nymph’s Reply to the

Shepherd” (P) “To His Coy Mistress” (P) “To the Virgins to Make Much of

Time” (P) “Death Be Not Proud” (P) Choose at least 1: from “The Pilgrim’s Progress”

(F) from Paradise Lost (P) “Psalm 23” (P) The Parable of the Prodigal Son any world literature text from

Collection 3

Introduction to the Period

Renaissance Poetry

Shakespeare’s Sonnets and Plays

excerpts from Hamlet [Gibson or Branagh version](film)

excerpts from Macbeth [Thames video collection](film)

Standard Deviants School Macbeth Basics

Standard Deviants (video) “School Characters of Macbeth” (video)

“The Complete Dramatic Workshop”—Macbeth (video)

*Different Social Positions of Women by French School (illustration)

*The Walk by Marc Chagall (painting)

*The Ancient Days by William Blake (illustration)

excerpts from Luther (film)

1.3, 1.5-7, E4-3.3, 4.2, 5.4, 5.6, 6.5, 6.7, 6.8 1.1, 1.3-7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, E4-3.3, 3.4, 4.1, 4.2, 4.4, 5.4

Complements Imperative

Mood Modifiers Adjective/

Adverb Clauses

Sentence

Combining

Objective 5 Objective 8 Objective 9 Objective 10

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Restoration

1660-1800

How can order and civilization affect human

behavior?

Novel Choice: Gulliver’s Travels

(1150L-1330L)

Required: “A Modest Proposal” (NF) Choose at least 1: from An Essay on Man (P) from The Rape of the Lock (P) “To the Ladies” (P) Choose at least 1: from Gulliver’s Travels (F) from Don Quixote (F) Choose at least 1: from “The Diary of Samuel

Pepys” (NF) from “A Vindication of the

Rights of Woman” (NF) from “The Education of Women”

(NF)

Introduction to the Period

1 Dead in Attic The Rise of the

Novel Diary of Samuel

Pepys Weblog Recognizing

Persuasive Techniques

Form and Function in the Age of Reason

Identifying Tone From A

Dictionary of the English Language

*Monstrous Craws at a New Coalition Feast by James Gillray (Etching)

Hogarth paintings The Butter Battle Book by

Dr. Seuss (children’s book) excerpts from Gulliver’s

Travels (video) The Onion (website) Political Cartoons

1.4, 1.5, 1.6, 2.1, 2.4, 2.7, 4.4, 6.8 1.1, 1.2, 1.3, 1.5-7, 1.8, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 3.2, E4-3.3, 3.4, 4.1, 4.3, 5.4

Pronoun/ Antecedent Agreement

Use of Literary Present

Sequence of Verb tenses

Irregular verbs Subjunctive

Mood

Objective 4 Objective 6 Objective 8

Romantic Age

1798-1832

How can we use imagination to discover

truth?

Novel Choice: Frankenstein (1170L)

Required (Choose at least one poem from each of the following poets): Samuel Taylor Coleridge William Blake William Wordsworth Lord Byron Percy Bysshe Shelley John Keats

Introduction to the Period

Themes of Romantic Poetry

Recognizing Patterns of Organization

Savings Creatures Great and Small

Forms of Romantic Poetry

Comparing and Contrasting

*The Corn Field by John Constable (oil painting)

Wanderer Above the Sea of Fog by Caspar David Friedrich (oil painting)

Romantic Era Art Frankenstein (online exhibit

through the National Library of Medicine)

1.2, 1.3, 1.5-7, 2.1, 2.4, 3.1, 3.2, E4-3.3, 3.4, 4.4, 4.6, 5.3

Verb tense consistency

Appositives Prepositional

Phrases Sentence

Structure Direct/Indirect

quotations

Objective 3 Objective 5 Objective 11

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Victorian Age

1832-1901

How can appearance be different from reality?

Novel Choices: The Return of the Native

(1040L) Jane Eyre (890L) Tess of the

D’Urbervilles (1160L)

Choose at least 2: Ulysses (P) “My Last Duchess” (P) “The Lady of Shalott” (P) “Porphyria’s Lover” (P) “Sonnet 43” (P) “Are You Digging on MY Grave”

(P) “To an Athlete Dying Young” (P) Choose at least 1: “The Mark of the Beast” (F) “How Much Land Does a Man

Need?” (F) “The Bet” (F) “The Jewels” (F)

Introduction to the Period

The Night Soil Figurative

Language Realism

When Elements Go Extreme

*”Migrant Mother” by Dorothea Lange (photograph)

*”The Have and the Have-Nots” by Andrew Holbrooke (photograph)

Pre-Raphaelite Paintings excerpts from Tess of the

D’Urbervilles The Victorian Web excerpts from Gilbert and

Sullivan operas

1.1, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, E4- 3.3, 4.2, 4.4, 5.6,

Adjectives and Adverbs

Participles Dangling

Modifiers

Objective 7 Objective 9 Objective 10

Modern Age

1900-Present

How does experience shape our view of the world?

Novel Choices: 1984 (1090L) Brave New World

(870L)

Drama Choice: Pygmalion

Required: “Shooting an Elephant” (NF) Choose at least 1: Dulce et Decorum Est (P) “The Rear-Guard” (P) “Do Not Go Gentle Into That

Good Night” (P) “The Second Coming” (P) “Digging” (P) Choose at least 1: “A Soldier’s Declaration” (NF) “I Believe in the British Empire”

(NF) “Blood, Sweat, and Tears” (NF) “A Room of One’s Own” (NF) Choose at least 1: “The Demon Lover” (F) “The Rocking-Horse Winner” (F) “Araby” (F) “No Witchcraft for Sale” (F) “Once upon a Time” (F)

Introduction to the Period

War Literature Under Heavy

Fire in Iraq Identifying and

Critiquing an Author’s Argument

Themes of Modern and Contemporary Poetry

Analyzing Details

Trapped Australian Miners Rescued

Irony Identifying

Cause and Effect

WWI propaganda posters Propaganda Media *”A Writer’s Influence”

(cartoon) “Virginia Woolf” [famous

author series] (video) excerpts from Gattaca

(video) WWII Propaganda British WW2 Propaganda

Posters

1.3, 1.5, 2.2, 2.6, 3.1, 5.1, 5.5, 5.6, 6.1-7 1.5, 1.6, 2.2, 2.3, 2.5, 2.7, 4.3, 5.6 1.1, 1.3, 1.5, 1.7, 2.3, 2.4, 3.1, 4.6, 5.3, 5.4

Punctuation for Clarity

Transitions Independent/

and Subordinate Clauses

Demonstrative Pronouns and Adjectives

Active and Passive Voice

Participial Phrases

Parallelism Sentence

Variety

Objective 1

Choose a minimum of one novel in addition to the summer reading selection or follow procedures for alternate choices.

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Units from District-Adopted Text – Prentice Hall – The British Tradition

Selections from Units 1-6 and District-Approved Texts Indicator Focus E - 4

Grammar Skill Focus Writing Objective Correlation

Literary Texts: Short Story Choose a minimum of three selections.

“An Upheaval” Unit 5 _______________________________________________________ “The Lady in the Looking Glass: A Reflection” Unit 6 “The Lagoon” “Araby” “The Rocking-Horse Winner” “A Shocking Accident” “The Demon Lover” “No Witchcraft for Sale” “The Train from Rhodesia” “B. Wordsworth” “A Devoted Son” “Next Term, We’ll Mash You”

1.1 – 1.8, 5.5

Improve sentence structure, demonstrate mastery of subordination, coordination, apposition, and other devices, demonstrate mastery of verbs to vary sentence structure,

Objective 2 Objective 3 Objective 4 Objective 5 Objective 6 Objective 7 Objective 10

Literary Texts: Poetry Choose a minimum of two poems from each thematic unit.

From Beowulf From The Canterbury Tales Unit 1 “The Passionate Shepherd to His Love” Shakespearean Sonnets Unit 2 “To the Virgins, To Make Much of Time” “Elegy Written in a Country Churchyard” Unit 3 “The Lamb” “The Tyger” Unit 4 “My Last Duchess” “Sonnet 43” Unit 5 “Do Not Go Gentle into That Good Night” “Not Waving But Drowning” Unit 6

1.1-1.8 Syntax analysis, analysis of poetry, punctuation and capitalization, varying sentence structure, and parallel structure

Objective 2 Objective 3 Objective 5

Literary Texts: Drama Choose a minimum of one selection.

From Oedipus the King Hamlet Macbeth Unit 2 ______________________________________________________ Pygmalion Unit 6

1.1-1.7 3.1-3.4 4.1-4.4 5.2, 5.4 6.1-6.8

Improve sentence structure Demonstrate mastery of subordination, coordination, apposition, and other devices, Demonstrate mastery of verbs to vary sentence structure, internal citations, MLA/APA format

Objective 1 Objective 4 Objective 6 Objective 8

Literary Nonfiction: Essays, Speeches, Biographies, Autobiographies, Memoirs Choose a minimum of four selections.

Letters of Margaret Paston Unit 1 ______________________________________________________ Queen Elizabeth I-Speech Before Her Troops Unit 2 ______________________________________________________ Speech in Favor of Reform Unit 4 Speech Against Reform ______________________________________________________ From – We’ll Never Conquer Space Unit 6

1.1-1.7 2.2, 2.3, 2.4,2.7 3.1 5.1

Works Cited/Bibliography MLA Analysis of Non-fiction Mastery in elaboration, clarity, and sophistication of writing

Objective 2 Objective 3 Objective 4 Objective 10 Objective 11 Objective 8 Objective 5 Objective 1 Objective7

Informational Texts: Expository/Persuasive/Argumentative Texts Choose a minimum of four texts.

“A History of the English Church and People” Unit 1 “England’s Green, Fertile Land” ______________________________________________________ “Life in Elizabethan and Jacobean England” Unit 2 ______________________________________________________ “A Modest Proposal” Unit 3 “From Small Towns to Big Cities”

1.1, 1.2, 1.5,1.6 2.1-2.8, 4.1-4.6, 5.4, 5.6

Syntax Analysis Analyze Punctuation Usage

Objective 1 Objective 4 Objective 7 Objective 8 Objective 10

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______________________________________________________ “A Vindication of the Rights of Women” Unit 4 “Creating a Legend” ______________________________________________________ “An Academy for Women” “Growing Up in Colonial Jamaica” Unit 5 ______________________________________________________ “The English Language Takes Root in India” Unit 6 “We Will Never Surrender”

Literary and Informational: Non-Print Texts Choose a minimum of two texts per thematic unit. *Use various pieces of art from each time period. *Use various music selections from each time period. Videos, Audio Clips, PowerPoints, and other non-print materials available on www.phlitonline.com

Pieces for Critical Viewing: Analyze (109, 177, 330, 673, 687, 757, 827, 836, 1252, 1277, 1303, 1324) Assess (114, 619) Classify (148) Compare and Contrast (100, 111, 131, 174, 180, 185, 486, 506, 750, 751, 832, 869, 887, 971, 979, 1287) Connect (24, 37, 63, 145, 266, 324, 332, 346, 366, 379, 393, 403, 574, 594, 824, 828, 871, 873) Infer (47, 58, 102, 104, 113, 118, 192, 207, 748, 1003, 1142) Interpret (69, 133, 191, 371, 387, 395, 427, 617, 963, 1016, 1173, 1300, 1417) Speculate (68, 91, 179, 182, 200, 624, 761, 891, 960, 999, 1247, 1263)

1.1, 1.4-1.5, 2.6 2.2, 4.1-4.6, 5.4, 5.6

Varying Sentence Structure Objective 4 Objective 5 Objective 6 Objective 7

Novels Choose a minimum of one novel.

Beowulf Unit 1 The Canterbury Tales Emma Unit 4 Frankenstein Wuthering Heights Unit 5 Jane Eyre A Tale of Two Cities Tess of the D’Urbervilles Brave New World Unit 6 And Then There Were None

1.1, 1.4,1.5 1.6, 1.8 3.1, 5.3, 5.4 6.1-6.8

Analysis of Punctuation and Capitalization Usage Mastery of Fiction

Objective 1 Objective 2 Objective 4 Objective 5 Objective 6 Objective 7 Objective 9 Objective 10 Objective 11

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Essential Questions for Teaching World Literature based on District-Adopted Text – Holt – Elements of Literature, World Literature and District-Approved Resources:

1. What values and conflicts are common across cultures (time and space)? 2. How is a culture’s literature reflective of its experiences? Culture Text

(Choose a minimum of one novel in addition to the summer reading selection or follow

procedures for alternate choices.)

Nonprint Indicator Focus E-4

Grammar Skill Focus

Writing Objective Correlation

Middle East How is man’s curiosity and quest for understanding conveyed through Middle Eastern literature? What significant values, beliefs, or traits are captured through the texts left behind?

*from the Epic of Gilgamesh *“The Great Hymn to Aten” *”In the Beginning” from Genesis *“Noah and the Flood” Select at least one of the following: *“Decucalion” myth *“Psalms 23” *from Laments on the War Dead Israel *from Words

“Let There Be Symbolism” Streamline SC [8:58] “The Rise and Fall of the Aztec” Streamline [6:04]

1-all 3.1 3.2

4-all 5.2 5.3 5.6 6.2-all

Adjective and adverb clauses Grammar and Mechanics online test @ go.hrw.com

Objective 3: Parable creation or recreation

Objective 5: Analysis essay with student choice of three elements of author’s craft to discuss

Objective 7: Pair or group multimedia project on biblical allusions in literature, inferred meaning, and significance or comparison/ contrast essay of flood accounts

Objective 10: Given the characteristics of an epic, prove The Epic of Gilgamesh meets the requirements

Greek / Roman What universal themes permeate Greek and Roman literature, and how are they connected to the lives they lived?

*Iliad (at least one book) * “Two Translations of Homer’s Iliad” *Oedipus Rex *Sappho poems (at least three) * “Funeral Speech of Pericles” Select at least one of the following: *from The Apology from The Dialogues *from Metamorphoses *“Icarus’s Flight” *Anecdotes and Sayings of Saadi

Streamline Clips: “Homer’s Timeless History” [5:36] “Theater” [4:36] “Ancient Greek Philosophy” [5:19] “What Was the Iliad About?” [1:38] Rhetorical Device Web Activity: Great Speeches in History (go.hrw.com)

1-all 2.1 2.2 2.5 2.7 2.8 3.2 3.4

4-all 5.1 5.2 5.4 5.5 5.6 6-all

Sentence structure Internal Citations

Objective 1: Research evolution of drama

Objective 2: Proposal for a school production of Oedipus Rex and advertisement

Objective 3: Narrative poem

Objective 4: Persuasive essay, tips on p. 336

Objective 9: Vocabulary development activity- Greek and Latin roots p. 173

Objective 10: Comparison /contrast images from different translations of the Iliad/ p. 170

China/ Japan

What are the central beliefs of Confucianism, Taoism, and Buddhism?

Confucianism: from the Book of Songs from the Analects Taoism: from the Tao Te Ching Taoist Anecdotes Buddhism Zen Parables Novel Choices: Obasan (990L) The Awakening (960L)

Streamline Clips: “Confucianism” [1:17] “Taoism” [1:59] “Buddhism” [3:01]

1.1 1.4 1.6 2.4

4-all 5.2 5.3 5.5

Pronoun-antecedent agreement

Objective 3: Write a parable. Objective 11: Select one of Confuscius’ maxims; write a personal essay describing how it relates to your life.

India

How have the Hindu concepts of dharma, karma, the caste system, and reincarnation influenced Indian literature

*Opposing Viewpoints on DISCUS: Read two varying articles on India or Hinduism. *This I Believe: “Columbus Discovered India” by Siva http://thisibelieve.org/essay/12257/ *“Person of the Century: Mohandas

Streamline Clips: “Hindu Tenets: Karma, the Cycle of Reincarnation, and the Glorification of Shiva” [3:02] * “Religions of the World: Hinduism”

1.1 1.3 1.4 1.5 1.6 1.7 2.1 2.2

2.5 2.6 2.7 2.8 3.1 4-all 5.1 5.5

Parallel structure

Objective 1: Research Project-- How have the Hindu concepts of dharma, karma, the caste system, and reincarnation influenced Indian literature and culture?

Objective 2: Write a résumé for Gandhi.

Objective 4: Write an editorial on a change you

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and culture?

Gandhi” *from Bhagavad-Gita *from Ramayana *Siddhartha (1010L) *The Invisible Man (950L)

*Streamline image: “A Scene from the Ramayana” *excerpts from Gandhi [PG]

2.3 2.4

6-all want to see in the world.

Objective 5: Write a literary analysis of Siddhartha.

Objective 7: Participate in a Socratic seminar addressing the unit’s essential question.

Africa/Middle East How is the very oral tradition of Africa reflected in its literary works? What lasting effects of conflicts in Africa and other Middle Eastern countries exist?

*“Why We Tell Stories About Spider” *“The Five Helpers” *from Sundiata: An Epic of Old Mali *from The Koran (at least one section) Select at least one of the following: *African Proverbs *“Dead Men’s Path” *“After the Deluge” *“The Prisoner Who Wore Glasses”

Streamline Clips: “Africa Today” [9:51] (media bias) Web activity: TV News Stories (go.hrw.com keyword LES WL-4)

1.3 1.4 1.5 2.2 2.3 2.7

4-all 5.2 5.3 6-all

Verb tense

Objective 3: Write a dilemma tale or chain tale. Objective 5: Analysis essay of archetypal figures Objective 6: Analysis essay of Sundiata Objective 7: Compare and contrast video segment of “Africa Today” and news story from web activity. Objective 11: Complete mini-research on major African country and create a travel guide highlighting various aspects of modern and traditional practices and sites to see.

Western Europe (Italy, Spain, France)

What is morality and what are the factors that have an impact on the development of our morality?

Excerpts from Don Quixote “The Guitar” “The Grail” “A Piece of String” “The Myth of Sisyphus” The Stranger (880L) excerpts from The Inferno “The War” “A Good Day” Novel Choices: Angela’s Ashes (1110L)

Text resource video about grail history Compare Dore and Blake interpretations of Dante’s vision of Hell.

1.1 1.3 1.4 1.5 1.6 1.7 2.4 2.5 2.6 2.7 3.1

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Misplaced and dangling modifiers

Objective 3: Create a modern day Don Quixote and write a narrative about one of his adventures.

Objective 4 & 8: Analyze war propaganda and write an editorial expressing your opinion concerning the necessity of war.

Objective 10: Respond to a writing prompt comparing Goethe’s and Faust’s use of the folk myth of the stolen child.

Objective 11: Write a poem in the style of Rilke’s “Black Cat” and compare yourself to an animal.

Objective 11: Modeling Dante’s use of contrapasso and following the rhyme scheme of terza rima, create your own multimedia Inferno.

Eastern Europe (Russia, Austria, Poland,

Czech) When should an individual take a stand against what he/she believes to be an injustice? What are the most effective ways to do this?

“The Long Exile” “A Problem” “Everything Is Plundered” and “Before Spring” “Black Cat” and Sonnet 5” excerpt Letters to a Young Poet “The Hunger Artist” “In Praise of Feeling Bad About Yourself”

Compare artistic interpretations of Rilke’s poem “Black Cat.”

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Fragments Run-ons

Objective 1: Research Project--Is nonviolent protest the answer?

Objective 5: Compare the use of poetic devices in “Everything Is Plundered” and “Before Spring.”

Objective 6: Write an essay examining the significance of the title of Chekov’s story “The Problem.”

Objective 7: Write an essay comparing the injustices presented in “The Long Exile” and “The Piece of String.”

Latin America What tools can the individual use to judge the difference, or draw a line between, illusion and reality?

“The Censors” “Writing and Hope” “The Night Face Up” Neruda--Sonnet 49 and Sonnet 71

Aztec architecture and how it reflects culture Analyze the lines between illusion and reality in art by Dali.

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Transitions Dash

Objective 4: Write an editorial expressing your opinions about censorship.

Objective 10: Write an essay supporting a possible explanation for the parallel events that occur in “The Night Face Up.”

Objective 12: Write an essay that explains the importance of writing in your life and examines your growth as a writer.