Period

Content

PASS

Assessment

Resources

1st Nine Weeks

Unit One: What is truth?

9 week period

Content and/or Skills Taught:

Major Texts:

Hamlet, William Shakespeare; English, play, 1602

The Crucible, Arthur Miller; American, play, 1952

Heart of Darkness, Joseph Conrad; English, novel, 1902

Anthem, Ayn Rand; Russian-American, novella, 1938

Farhenheit 451, Ray Bradbury; American, novella, 1953

Additional stories, poems, and essays

Including:

The Yellow Wallpaper, Charlotte Perkins Gilman; American, short story, 1892

The Story of An Hour, Kate Chopin; American, short story, 1894

Readings from Aristotle, Socrates, Plato; 428-322 BC, philosophy

Important literary elements:

Identification, work, and assessment of structure, theme, character, point-of-view, diction, conflict, foreshadowing, irony, mood, symbolism, imagery, & various figurative language elements

1.1,3,4

2.1, 2,3,

   4

3.1,2,3,4

4.1,2,

W/G

1.1

2.1,2,3,4,5,

     6

3.1,2,3,4

OL

1.1-5

2.1,2

VL

1, 2, 3

Major Assignments and/or Assessments:

-One page, in-class interpretation of social and historical values and issues in one of the three following works: Hamlet, The Crucible, or Heart of Darkness

-reading journal for all major texts; these will be used in the extended essay

-Three page extended essay over “Individual Views of Truth”; relating back to the selections read in and out of class.  Paper will be peer edited, revised and work shopped.

-One-page, in class interpretation of structure, style, and theme in “The Yellow Wallpaper”

-One page, in class interpretation of figurative language, imagery, symbolism, and tone in “The Story of an Hour” 

-Vocabulary and grammar checks

-novel reading quizzes

-How to determine the worth of a piece of literature; style, artistry, content, context.

- Developing an effective essay workshop; sentence structures and proper organization

Power point of various literary terms & elements

Word Smart

2nd Nine Weeks

Morals: Good versus Evil

9 weeks

Content and/or Skills Taught:

Major texts:

Dr. Jekyll and Mr. Hyde, Robert Louis Stevenson; Scottish, novella, 1886

Frankenstein, Mary Shelley; English, novel, 1818

Cry, the Beloved Country, Alan Paton; South Africa, novel, 1948

Lord of the Flies, William Golding; American, allegorical novel, 1954

Additional poems, stories, & essays

including:

Shooting an Elephant, George Orwell; English, essay, 1936

Hills Like White Elephants, Ernest Hemingway; American, short story, 1927

My Papa’s Waltz, Theodore Roethke; American, poem, 1953

Lamb to Slaughter, Roald Dahl; English, short story, 1953

Important literary elements:

Identification, work, and assessment of structure, theme, character, point-of-view, diction, conflict, foreshadowing, irony, mood, symbolism, imagery, & various figurative language elements

1.1,3,4

2.1, 2,3,

   4

3.1,2,3,4

4.1,2,

W/G

1.1

2.1,2,3,4,5,

     6

3.1,2,3,4

OL

1.1-5

2.1,2

VL

1, 2, 3

-One page, in-class interpretation of social and historical values and issues in one of the following works: Cry, the Beloved Country, or Shooting an Elephant

-reading journal for all major texts; these will be used in the extended essay

-Three page extended essay over “Good vs. Evil”; relating back to the selections read in and out of class.  Paper will be peer edited, revised and work shopped.

-One-page, in class interpretation of structure, style, and theme in “Lamb to Slaughter”

-One page, in class interpretation of figurative language, imagery, symbolism, and tone in “Hills Like White Elephants”

-Poetry analysis of “My Papa’s Waltz” 

-Vocabulary and grammar checks

-novel reading quizzes

-Class graded discussion of “Good vs. Evil; What is the Line?”

- Essay workshopping- How to make an Essay that Flows: appropriate language and vocabulary, transitions, and detail. 

Power point of various literary terms & elements

Word Smart

3rd Nine Weeks

Unit Three:

Who am I?

9 week period

Content and/or Skills Taught:

Major Texts:

Invisible Man, Ralph Ellison; American, novel, 1952

The House on Mango Street, Sandra Cisneros; Latin American, vignette novella, 1988

The Joy Luck Club, Amy Tan; Chinese American, novel, 1989

The Awakening, Kate Chopin; American, novel, 1899

Additional poems, stories, & essays

including:

Everyday Use, Alice Walker; American, short story, 1973

Barbie Doll, Marge Piercy; American, poem, 1973

Important literary elements:

Identification, work, and assessment of structure, theme, character, point-of-view, diction, conflict, foreshadowing, irony, mood, symbolism, imagery, & various figurative language elements

1.1,3,4

2.1, 2,3,

   4

3.1,2,3,4

4.1,2,

W/G

1.1

2.1,2,3,4,5,

     6

3.1,2,3,4

OL

1.1-5

2.1,2

VL

1, 2, 3

Major Assignments and/or Assessments:

-One page, in-class interpretation of social and historical values and issues in one of the following works: Invisible Man or The Joy Luck Club

-reading journal for all major texts; these will be used in the extended essay

-Three page extended essay over “The Individual Self”; relating back to the selections read in and out of class.  Paper will be peer edited, revised and work shopped.

-One-page, in class interpretation of structure, style, and theme in “House on Mango Street” and “The Awakening”

-One page, in class interpretation of figurative language, imagery, symbolism, and tone in “Barbie Doll”

-Poetry analysis of “My Papa’s Waltz” 

-Vocabulary and grammar checks

-novel reading quizzes

-Essay workshop- How to get your point across; details, voice, emphasis, and diction

selected novels and short stories

Power point of various literary terms & elements

Word Smart

4th Nine Weeks

Unit Four:

Can dreams be a reality? How do I become what I want to be?

9 weeks period

Content and/or Skills Taught:

Major Texts:

Of Mice and Men, John Steinbeck; American, novel, 1937

I Know Why the Caged Bird Sings, Maya Angelou; American, autobiography, 1969

A Prayer For Owen Meany, John Irving; American, novel, 1989

Death Be Not Proud, John Gunther; American, memoir, 1949

The Great Gatsby, F. Scott Fitzgerald; American, novel, 1925

Additional poems, stories, & essays

including:

Do Not Go Gentle Into That Good Night, Dylan Thomas; Welsh, villanelle, 1951

Dream Deferred, Langston Hughes; American, poem, 1951

Pink Houses, John Cougar Mellencamp; American, song

Important literary elements:

Identification, work, and assessment of structure, theme, character, point-of-view, diction, conflict, foreshadowing, irony, mood, symbolism, imagery, & various figurative language elements

1.1,3,4

2.1, 2,3,

   4

3.1,2,3,4

4.1,2,

W/G

1.1

2.1,2,3,4,5,

     6

3.1,2,3,4

OL

1.1-5

2.1,2

VL

1, 2, 3

Major Assignments and/or Assessments:

-One page, in-class interpretation of social and historical values and issues in one of the following works: Of Mice and Men, The Great Gatsby

-reading journal for all major texts; these will be used in the extended essay

-Three page extended essay over “Dreams”; relating back to the selections read in and out of class.  Paper will be peer edited, revised and work shopped.

-One-page, in class interpretation of structure, style, and theme in “A Prayer for Owen Meaney” and “I Know Why the Caged Bird Sings”

-One page, in class interpretation of figurative language, imagery, symbolism, and tone in “Death Be Not Proud”

-Poetry analysis of “Dreams Deferred”

- Analysis of song “Pink Houses” 

-Vocabulary and grammar checks

-novel reading quizzes

-Final 5 page paper over major literary papers completed through the year; analyze, and develop larger essay; “Truth, Dreams, and Me”- interpretation of themselves

-Final paper developed into an in-class speech

Power point of various literary terms & elements

Word Smart