Curriculum Alignment and Pacing Guidebaileyenglish.wikispaces.com/file/view/English+IV-AP+P… · Web viewCurriculum Alignment and Pacing Guide. ... between commercial fiction and

Curriculum Alignment and Pacing Guide

School:______Harnett Central High School____________________Subject:_______Advanced Placement Literature and Composition_____

Day Objective/Focus Lesson

(from NC-SCOS)From AP Curriculum

Daily Essential Question

Lesson Resources Formal and Informal

AssessmentsText Other

2 weeks Curriculum Emphasis: Plot, Structure, Characterization, Tone, and Theme.

Course Objectives: C1, C2, C3, C4, C5, C6, C7, and C8.

What is the difference between commercial fiction and literary fiction? What is the importance of literary fiction regarding art, the word, and one’s self?What is the difference between plot and structure?What are different character types in literary fiction, and what is their purpose?How does a character in literary fiction differ from a character in commercial fiction?How does a literary fiction writer develop a character?What is tone?How does one determine the tone of literary fiction?How does tone help to develop theme?How does one construct a thematic statement when analyzing literary fiction?How does one analyze and write about literary works of fiction, which are of literary merit?

1. “The Most Dangerous Game” by Richard Connell

2. “The Short Happy Life of Francis Macomber” by Ernest Hemingway

3. “How I Met My Husband” by Alice Monroe

4. “Everyday Use” by Alice Walker

5. “Eveline” by James Joyce

6. “The Lesson” by Toni Cade Bambara

7. Children’s Book Chosen by the Student (Tone and Theme

“The Seeing Stick” by Jane Yolen

Voice Lessons by Nancy Dean

1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Reading Quizzes for each short story numbered 1-6.3. Informal class discussions with each short story and children’s book.4. 4 Timed Essays, one timed essay for each curriculum emphasis (tone and theme together).5. Outside project and essay on George Orwell’s Nineteen Eighty-Four. 6. Mini-Presentation on a

Project/Analysis

8. Nineteen Eighty-Four by George Orwell

Children’s book of the student’s choosing, analyzing and discussing the development of tone and theme.7. ID Test on Nineteen Eighty-Four.8. Seminar on Nineteen Eighty-Four.

1- 2 Weeks Curriculum Emphasis: Point of View.

Course Objectives: C1, C2, C3, C5, C7, and C8.

What is point of view?How does point of view affect the story and one’s understanding of the story?How can point of view limit and/or enhance one’s analysis of literary fiction, especially regarding narrator reliability and development of character(s)?What is a gothic novel? What are the major elements of a gothic novel?What is the affect of three different narrators in the novel Frankenstein?How does one analyze and write about point of view, regarding literary fiction?How do the themes/major ideas present in Frankenstein relate to the 21st Century?

1. “Paul’s Case” by Willa Cather

2. “The Lottery” by Shirley Jackson

3. “A Rose for Emily” by William Faulkner

4. Frankenstein by Mary Shelley


United Streaming Video for Frankenstein.

1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Reading quizzes for short stories #1-3.3. Informal discussions with short stories #1-3.4. ID Test- Frankenstein.5. Seminar on Frankenstein.6. Thematic Poster Project with Frankenstein.6. 2 Timed Essays on Point of View Analysis- one on a short

story and the other for Frankenstein.

1-2 Weeks Curriculum Emphasis: Symbol, Allegory, and Fantasy.

Curriculum Objectives: C1, C2, C3, C6, C7, and C8.

What is a symbol?Why do literary fiction writers include symbols?How do symbols enhance the meaning and themes of literary fiction?What is the difference between symbol and allegory?How do allegories affect/enhance the meaning and the themes of literary fiction?Why do writers incorporate fantasy into literary fiction?What are the various types of fantasy used in literary fiction?How do the themes/major ideas present in Lord of the Flies relate to the 21st Century?

1. “The Rocking-Horse Winner” by D.H. Lawrence

2.“A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez

3. “Young Goodman Brown” by Nathaniel Hawthorne

4. Lord of the Flies by William Golding


United Streaming Video for Lord of the Flies.

1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Reading Quizzes for short stories #1-3.3. Informal Class Discussions for short stories #1-3.4. 3 Timed Essays, one for each of the curriculum emphasis devices.5. ID Test for Lord of the Flies.6. Seminar for Lord of the Flies.






4 Days Curriculum Emphasis: Humor and Irony.

Course Objectives: C1, C2, C3, C4, C5, and C8.

What is humor in literary fiction?How do writers use humor in literary fiction to enhance the meaning of the work and the development of major characters and life experiences?

1. “The Drunkard” by Frank O’Connor

2. “You’re Ugly, Too” by Lorrie Moore


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.

What is the difference between humor and irony? What is the difference between sarcasm and irony, regarding literary fiction?

3. “The Guest” by Albert Camus

2. Reading Quizzes for short stories #1-3.3. Outside Project: Irony- Dramatic, Verbal, and Situational- Presentation using Technology.

2 Weeks Curriculum Emphasis: Plot, Structure, Characterization, Tone, Theme, Point of View, Symbol, Allegory, Fantasy, Humor, and Irony.

Course Objectives: C1, C3, C4, C6, and C8.

Review Unit:

How do the literary devices listed under the “Curriculum Emphasis” enhance and create literary fiction?

How does one analyze literary fiction using the literary devices and techniques chosen by the writer?

What are the differences between literary and commercial fiction?

1.“A Jury of Her Peers” by Susan Glaspell

2. “Roman Fever” by Edith Wharton

3. “A New Leaf” by F. Scott Fitzgerald

4. Heart of Darkness by Joseph Conrad


United Streaming Video for Heart of Darkness.

1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Reading quizzes for short stories #1-3.3. Informal discussions with short stories #1-3.4. ID Test- Heart of Darkness.5. Seminar on Heart of Darkness.6. 2 Timed Essays on reviewed literary devices and Heart of Darkness.

1 Week Curriculum Emphasis: Character development, narrator reliability, setting, local color/regional writing, and feminist literary criticism.

What is the point of view of this novella?How does the point of view enhance or detract from one’s understanding and analysis of

1. The Awakening by Kate Chopin


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of

Curriculum Objectives: C1, C2, C3, C6, C7, and C8.

the novella?How does the setting function as a literary device and character in this story?Why is The Awakening considered a “local color” story?How does one analyze a text through a feminist lens?

Chopin’s Impromptu

diction, detail, imagery, syntax, and tone.2. Creative writing assignment: Develop an alternate ending to The Awakening. Students must use the same style in prose and narration in order to re-create an alternate ending for the story. Students type up their alternate endings, post them on the AcivBoard, and we read/discuss them as a class. Does the alternate ending work? Does it carry the same style of Kate Chopin’s writing? Is the alternate ending more commercial or literary?






2-3 days Curriculum Emphasis: Denotation and Connotation

Course Objectives: C3, C4, C5, C7, and C8.

What is poetry?What is the purpose of poetry?How should one read and analyze poetry?How is poetry different from prose?How is the experience of poetry different from the experience of prose?What is the difference between denotation and connotation?How is denotation and connotation used by poets to accurately and inclusively convey an experience to the reader?

1. “When my love sears that she is made of truth” by William Shakespeare

2. “Cross” by Langston Hughes

3. “The world is too much with us” by William Wordsworth

4. “Desert Places” by Robert Frost

5. “One Art” by Elizabeth Bishop

6. “Dulce et Decorum” by Wilfred Owen

7. “Suicide’s Note” by Langston Hughes


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding denotation and connotation.3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

2-3 Days Curriculum Emphasis: Imagery

Course Objectives: C3, C7, and C8.

What are the four major forms of imagery?How does imagery enhance meaning?How does imagery affect tone?

1. “Meeting at Night” by Robert Browning

2. “Parting at


1.Voice Lesson Activity Every Day at the beginning of class- Analysis of

How does diction develop imagery?

Morning” by Robert Browning

3. “The Red Wheelbarrow” by William Carlos Williams

4. “The Widow’s Lament in Springtime” by William Carlos Williams

5. “The Forge” by Seamus Heaney

6. “To Autumn” by John Keats

diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding imagery.3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

2-3 Days Curriculum Emphasis: Figurative Language- simile, metaphor, personification, apostrophe, metonymy

Curriculum Objectives: C1, C3, C7, and C8.

How does figurative language help to better develop the experience the poet is trying to convey?

1. “The Guitarist Tunes Up” by Frances Cornford

2. “The Hound” by Robert Francis

3. “Bereft” by Robert Frost

4. “The Subalterns” by Thomas Hardy

5. “Bright Star” by John Keats6. “Metaphors”


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding similes, metaphors, personification, apostrophes, and metonymy.3. Each student

by Sylvia Plath

7. “Dream Deferred” by Langston Hughes

must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.






2-3 days Curriculum Emphasis: Figurative Language- Symbol and Allegory

Course Objectives: C3, C5, C7, and C8.

What is the difference between symbol and allegory?How do both literary techniques enhance the understanding and experience produced by a poem?How does one analyze symbol and allegory when addressing a timed writing prompt?

1. “The Road Not Taken” by Robert Frost

2. “A noiseless Patient Spider” by Walt Whitman

3. “The Sick Rose” by William Blake

4. “Digging” by Seamus Heaney

5. “Fire and Ice” by Robert Frost

6. “The Writer”


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding symbols and allegories.3. Each student must choose one poem not analyzed in class and write a

by Richard Wilbur

formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

3-4 Days Curriculum Emphasis: Paradox, Overstatement, Understatement, and Irony


How do the literary devices mentioned in the previous column impact one’s understanding and analysis of poetry?How does a poem employ these literary techniques to both broaden and specify the experience, which it seeks to convey/explain? How does one analyze and discuss the use of such literary techniques in a formal essay?

1. “The Sun Rising” by John Donne

2. “Incident” by Countee Cullen

3. “Barbie Doll” by Marge Piercy

4. “The Chimney Sweeper” by William Blake

5. “Ozymandias” by Percy Bysshe Shelley

6. “Sorting Laundry” by Elisavietta Ritchie

7. “The Unknown Citizen” by W.H. Auden

8. “in the inner city” by Lucille Clifton


1.Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding paradox, overstatement, understatement, and irony.3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

9. “My Last Duchess” by Robert Browning

2 Days Curriculum Emphasis: Allusion


How does the inclusion of allusions help to better develop the experience the poet is trying to convey?

1. from Macbeth: “She should have died hereafter” by William Shakespeare

2. “in Just” by e.e. cummings

3. “On His Blindness” by John Milton

4. “Leda and the Swan” by William Butler Yeats

5. “A monkey sprang down from a tree” by Laurence Perrine


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding allusions.3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.






2 days Curriculum Emphasis: Meaning and Idea

What is poetry?What is the purpose of poetry?

1. “Stopping by Woods on a Snowy

Voice Lessons

1. Voice Lesson Activity Every


How should one read and analyze poetry?How is poetry different from prose?How is the experience of poetry different from the experience of prose?

Evening” by Robert Frost

2. “Love’s Deity” by John Donne

3. “The Caged Skylark” by Gerard Manley Hopkins

4. “To the Mercy Killers” by Dudley Randall

by Nancy Dean

Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding meaning and idea3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

2 Days Curriculum Emphasis: Tone


How does a poet establish tone in a poem and by using an alternate speaker?How does one analyze tone in a poem?How does one discuss tone in a timed essay?How does imagery and diction affect tone in a poem?

1. “Menelaus” by Derek Walcott

2. “The Emperor of Ice-Cream” by Wallace Stevens

3. “Morning Song” by Sylvia Plath

4. “The Flea” by John Donne


1.Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding tone.3. Each student must choose one

5. “Crossing the Bar” by Alfred, Lord Tennyson

6. “Getting Out” by Cleopatra Mathis

7. “Love” by Anonymous

poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

2 Days Curriculum Emphasis: Rhythm and Meter


What does rhythm and meter affect tone and theme in poems?What are the various “musical” qualities of poetry, and how do those qualities extend to meaning?

1. “We Real Cool” by Gwendolyn Brooks

2. “Had I the Choice” by Walt Whitman

3. “Old Ladies’ Home” by Sylvia Plath

4. “Constantly risking absurdity” by Lawrence Ferlinghetti

5. “Break, break, break” by Alfred, Lord Tennyson


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding rhythm and meter.3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.






2 days Curriculum Emphasis: Sentimental, Rhetorical, and Didactic Verse


How do poets employee the previous column’s literary techniques to extend the meaning of their poems?Do poets achieve the use of sentimental, rhetorical, and didactic verse in order to better facilitate meaning and experience?

1. “Do not stand by my grave and weep”

2. “Song”

3. “To a Waterfowl” by William Cullen Bryant

4. “The Engine”

5. “I Like to See it Lap the Miles”

6. “The Toys”

7. “Little Boy Blues”

8. “God’s Will for You and Me”

9. “Pied Beauty”

10. “A Poison Tree”

11. “The Most Vital Thing in Life”


1. Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Informal discussions and analysis of poetry, regarding sentimental, rhetorical, and didactic verse.3. Each student must choose one poem not analyzed in class and write a formal analytical paper, discussing the literary techniques and devices used by the poet to create meaning and to communicate an experience.

4-6 Weeks Curriculum Emphasis: Tragedy and Unrealistic Drama

Course Objectives: C1, C2 C3, C4, C5, C6, C7, and C8.

What is a tragedy?What is unrealistic drama?Why do tragedies “stand the test of time?” What are Aristotle’s Six major Characteristics of all Tragic Heroes?Do tragedies fall short of their purpose? Why or why not?How do allusions function in tragedies?

1. The Tragedy of Macbeth

2. The Tragedy of Hamlet

3. Dr. Faustus


Movies:

1. The Seventh Seal (Dr. Faustus)

2. Polanski’s Macbeth

3. Hamlet (Mel Gibson version)

1.Voice Lesson Activity Every Day at the beginning of class- Analysis of diction, detail, imagery, syntax, and tone.2. Thematic Posters- Focus on Tragedy and the Development of the tragic hero.3. Formal Seminar on all three plays. 4. 2 Timed Essays on the Development of the Tragic Hero, analyzing the significance of literary devices such as: verse, meter, allusion, extended metaphors, foil characters, theme, tone, and motifs.

2007-2008 Work in Progress Prepared by: Melissa Mustard & Cara Duryea for HCHS department use.

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Curriculum Alignment and Pacing Guidebaileyenglish.wikispaces.com/file/view/English+IV-AP+P… · Web viewCurriculum Alignment and Pacing Guide. ... between commercial fiction and