Northern York County School District

Northern York County School District

Course Title

ENGLISH SURVEY 1420: ACADEMIC

Date June, 2005

Philosophy: The Language Arts Department believes that effective communication is the foundation of the human experience. We

recognize the need for language arts education to promote the communication skills of all students. All areas of language—reading,

writing, speaking, and listening—should be included in all grades and levels of the high school curriculum. It is the role of the

classroom teacher to motivate each student to achieve his potential in order to succeed as an informed adult. An appreciation of

literature and a command of speaking, listening, and writing skills are all invaluable components of a language arts education and

essential to all students.

Course of Study:

A. Course Title: English Survey:1420

B. Grade Level: Grade 12

C. Length of Course:

1. Frequency – 6 days of the 6-day cycle

2. Duration – 42 minutes

3. Length – full year

4. Hours – 126

D. Prerequisites: successful completion of English I, English II, and American Survey

E. Textbook: Adventures in English Literature (Athena Ed.)

England in Literature

F. Credit: one

G. Supplemental Texts: Adventures in World Literature, The Canterbury Tales,

Beowulf, The Taming of the Shrew, Pride and Prejudice, Jane

Eyre, The Return of the Native, A Midsummer Night’s Dream,

Adventures in World Literature, Lord Jim, Wuthering Heights,

English Grammar and Composition (Complete Course)

H. Course Description: English Survey, an analysis of masterworks, spanning the fifth to the twentieth century, is designed to

give students an introductory overview of British literature. The emphasis is on selected works of major authors, as well as

their chief contemporaries. Attention is also given to the development of the literary tradition through historical periods and

literary styles. The analytical and communication skills acquired through the study of literature and writing are essential for

the college-bound student.

Expected Level of Achievement

Students will be required to maintain a 70% or better. They will be required to come to class prepared to learn.

93 – 100% = A

85 – 92% = B

77 – 84% = C

70 – 76% = D

Below 70% = F

Northern York County School District

Content: English Survey-1420

Anglo-Saxon Period (449-1066) Core Concept: (1) Identify characteristics of Anglo-Saxon culture as reflected by the writings of the period and analyze the

relationship between literature and history and between language and history.

NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE

LEARNING EXPERIENCES

PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1C

1.3B

1.3A

1.1D

1.3C

1.3F

1.4B

Use knowledge of root words and

words from literary works to

recognize and understand the

meaning of new words during

reading.

Analyze the relationship, uses and

effectiveness of literary elements

used by one or more authors in

similar genres including

characterization, setting, plot, theme,

point of view, tone, and style.

Read and understand works of

literature.

Identify, describe, evaluate, and

synthesize the essential ideas in text.

Assess those reading strategies that

were most effective in learning from

a variety of texts.

Analyze the effectiveness, in terms

of literary quality, of the author’s

use of literary devices.

Read and respond to nonfiction and

fiction including poetry and drama.

Write complex informational pieces.

Analyze the relationship between Old

English and Modern English.

Define and identify elements of poetry

of the period.

Improve reading proficiency and expand

vocabulary.

Gain exposure to notable Anglo-Saxon

poetry.

Respond to poetry orally and in writing.

Practice the following critical thinking

and writing skills:

a. Recognizing a character’s motive

b. Identifying images and symbols

c. Analyzing character.

Gain familiarity with literary terms such

as epic and lyric.

Learn to link literature to its time and to

our own.

Demonstrate an understanding of the

literature of the period.

Define and list the characteristics of the

epic.

Selected and constructed response

assessment

Test and Quizzes

Essay (expository)

Oral questioning

Observation

Peer Review

Writing Rubric/Checklist

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

Anglo-Saxon Period



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.4D

1.6A

1.6B

1.6D

1.6E

1.7A

1.7C

1.8A

Maintain a written record of

activities, course work, experience,

honors, and interests.

Listen to others.

Listen to selections of literature

(fiction and/or nonfiction)

Contribute to discussions.

Use media for learning purposes.

Describe the influence of historical

events on the English language.

Explain and evaluate the role and

influence of the English language

within and across countries.

Select and refine a topic for

research.

Recall and interpret the facts and extend

the meaning of the selections.

Cite passages that contain pagan and

Christian elements.

Write an expository paper on the epic

hero or on some aspect of Anglo-Saxon

literature.

Expand vocabulary through study of

words selected from readings.

Create original kennings and find

examples of kennings, alliteration, and

caesura.

Trace the beginning of English literature

via Germanic tribes.

Identify the first English historian and

the first English religious poets.

Enumerate the contributions of the

Anglo-Saxons to English Literature.

React to critical opinions about the

selection.

Solve through careful analysis Anglo-

Saxon riddles.

Anglo-Saxon Period



PROCEDURES FOR

ASSESSMENT

RESOURCES

Analyze the evolution of Old English.

Analyze excerpts from Bede’s

Ecclesiastical History of the English

People.

Content: English Survey 1420

The Medieval Period (1066-1485)

Core Concept: (2) Comprehend that the Medieval Period was a time of enormous upheaval and change in England and that it was in

this period that literary England came of age; and identify the several kinds of literature of the period, as well as the first truly great

writer in the language (Geoffrey Chaucer), and the characteristics of realism and humor.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1B

1.1C

1.1D

1.1F

1.1G

1.1H

1.2A

Analyze the structure of

informational materials explaining

how authors used these to achieve

their purposes.





reading. Use these words accurately

in speaking and writing.

Develop additional personal

strategies to enhance reading

appreciation and comprehension.

Understand the meaning of and

apply key vocabulary across the

various subject areas.

Demonstrate after reading

understanding and interpretation of

both fiction and nonfiction text,

including public documents.

Demonstrate fluency and

comprehension in reading.

Read and understand essential

content of informational texts and

documents in all academic areas.

Identify the important aspects of

medieval culture.

Read, discuss, and write about literature

of the period.



React to critical opinions and

observation made about the selections.

Identify the ―father of English

Literature,‖ Geoffrey Chaucer.

Describe the characteristics of realism

and satire.


main features of medieval ballads, the

importance of these ballads to ordinary

people, and their similarity to modern

folk ballads.

Define and identify significant literary

terms.

Develop vocabulary skills and

appreciation of words.

Tests and quizzes

Selected and Constructed response

assessment

Performance assessment

Write poem or essay of

characterization (Chaucer)

Recite opening of The Canterbury

Tales in Middle English

Make a story map for Sir Gawain

and the Green Knight

Present a tale from The

Canterbury Tales

Oral questioning

Observation

Basic textbooks

Supplemental texts

Teacher-prepared

handouts and

worksheets

Worksheets that

accompany textbook

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

The Medieval Period



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3B

1.3C

1.3F

1.4B

1.5B

1.6A

1.6E

1.6F

1.7A

1.8C

Analyze the effectiveness of an

author’s use of literary devices by

comparing them to a classic piece of

literature in a specific genre.

Critique poetry by comparison and

contrast to exemplary examples.

Read and respond to literary works.

Write complex informational pieces

that demonstrate control over

development of ideas, detail, style,

cause and effect, the use of primary

and secondary sources, and the use

of relevant graphics.

Content-write with substantial,

specific, and/or illustrative content

demonstrating strong development.

Self-evaluation ability to listen

actively through the use of

summarizing and questioning

techniques.

Participate in small and large group

discussions and presentations.


Analyze the influence of historical


Use research techniques to validate

written/oral discussion.

Demonstrate a knowledge of the

characteristics of Middle English

Examine the selections for their literary

elements.

Develop an understanding of Middle

English by examining the characteristics

and memorizing and reciting in class the

first eighteen lines of the Prologue to

The Canterbury Tales.

Laugh at the humor of Chaucer

View the literary works in relationship to

the humanities.


observations made about the selections.

Interpret and respond to fiction and

poetry, orally and in writing, through

analysis of its elements.

Interpret poetry in terms of historical

background.

Discuss the major historical highlights of

the Middle Ages.

Holistic Scoring

Rubric

The Medieval Period



PROCEDURES FOR

ASSESSMENT

RESOURCES

View, discuss, and write about Becket

and its inherent conflicts that are

universal.

Relate Chaucer’s biographical data to his

effect/impact as a writer.

Explain how physical descriptions

contribute to the characterization of the

pilgrims.

Analyze the pilgrims in the Prologue.

Identify instances of satire and humor in

The Canterbury Tales.

Increase vocabulary by study of lists of

words selected from the reading.

Demonstrate the ability to recognize the

elements of satire, humor, and realism.

Define literary terms associated with the

period.

Compare T. H. White’s and the

Winchester manuscript version of

Malory’s ―Slander and Strife‖ from The

Works of Thomas Malory

The Medieval Period



PROCEDURES FOR

ASSESSMENT

RESOURCES

Interpret characteristics of the ballad

Analyze folk ballads to show an

understanding of the characteristics of

folk ballads.

Describe the use of didacticism in

literary works.

Interpret characteristics of the morality

play Everyman.

View art as a bridge into literature.

Identify the elements of the medieval

romance.

Analyze human frailties in relation to the

chivalric code.

Analyze the historical significance of the

friendship of Henry II and Becket.

Compare French, Spanish, German

writers with English writer of the same

time period.

Perusal of ancillary materials pertinent to

the unit.

Content: English Survey 1420 The Elizabethan Age (1485-1625) Core Concept: (3) Analyze the social, political, and aesthetic values reflected in the poetry and prose of the English Renaissance,

perceive its place in English literature and history, and develop greater understanding of various genres of literature.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1B

1.1C

1.1D

1.1F

1.1G

1.1H

1.2A




their purposes.






















Explain how the literature of this period

is a reflection of a remarkable and rich

era.

Develop an understanding of the words

renaissance and humanism as they apply

to all aspects of Elizabethan life and

culture.

Develop an understanding of the literary

genres of the period--the sonnet, the

lyric, the essay—and the characteristics

of blank verse and pastoral poetry.

Gain exposure to notable authors and

works of the period.

Define and identify literary terms: pun,

tone, Shakespearean/English sonnet,

Spenserian sonnet/stanza, volta, meter,

allegory, paradox, blank verse, couplet,

rhyme, octave, sestet, pastoral, and

quatrain.

Demonstrate a sense of responsibility by

submitting assignments in a timely

fashion.


assessment

Test and Quizzes

Essay (expository and/or

comparison/contrast

Oral questioning

Observation

Peer Review

Writing Rubric/Checklist

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

The Elizabethan Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3C

1.4D

1.3A

1.4B

1.5B

1.6D

1.6E

1.6F

1.4D

1.8C




















techniques.








Demonstrate a sense of reliability by

maintaining a good attendance record in

class.

View the literary works in relationship to

the humanities.

Read, discuss, and write about English

literature of the Elizabethan Age.





Develop vocabulary skills by studying

vocabulary lists and analyzing words in

content.

Write compositions that analyze the

selections.

Compare and contrast writers and their

works.

Analyze and understand the symbolic

meaning of a poem.

The Elizabethan Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.


effectiveness of literary elements by

comparing two works in similar

genres.








Focus-write with a sharp, distinct

controlling point made about a

single topic with evident awareness

of task.

Interpret poems in terms of historical

background.

Relate poetry to everyday experience.

Respond in writing to questions posed

by poetry of the period.

Recognize the extension of art into

literature.

Analyze Bacon’s essays as to form and

content (esp. aphorism).

Identify and define the characteristics of

the sonnet forms.

Identify universal literary themes in

sonnets of Elizabethan poets.

Recognize the importance of songs and

music in the Elizabethan Age.

Identify the different views toward love

expressed in Elizabethan sonnets.

Note examples of repetition and

parallelism used in the King James

Bible.

The Elizabethan Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

Listen attentively to the readings in

class.

Work independently to facilitate

discussions on Elizabethan society.

Discuss the ramifications for Thomas

More in following his conscience (A

Man for All Seasons).


The Puritan Age (1625-1660)

Core Concept: (4) Relate the literature to the major political events and philosophical currents of the time and understand how

literature expresses common cultural values: respect for human endeavors, the importance of earthly and spiritual love, and the need

for public advocacy and protest.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.




genres.











of task.

Identify historical and personal

influences on the works of the period.

Improve reading proficiency and expand

vocabulary.

Gain exposure to notable authors and

works of the period.

Interpret and respond to prose and

poetry, orally and in writing, through

analysis of their elements.

Practice the following critical thinking

and writing skills:

Comparing and contrasting poems,

prose works, and authors

Responding to criticism

Analyzing effects of literary

techniques

Evaluating a poem or prose work

Analyzing a character.

Demonstrate an understanding of what

constitutes an epic

Recognize sociological and religious

influences on the creation of the allegorical

elements in The Pilgrim’s Progress.

Test and Quizzes


assessment


Diary entries and written response

Oral presentation

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Worksheets that

accompany textbooks

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest Speaker

Computer lab

Timelines

Holistic Scoring

Rubric

The Puritan Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.5C

1.5D

1.5F

1.6A

1.6B

1.6E

1.6F

1.7A

Organization-write with

sophisticated arrangement of content

with evident and/or subtle transition.

Style-write with precise, illustrative

use of a variety of words and

sentence structures appropriate

audience.

Conventions—write using evident

control of grammar, mechanics,

usage, and sentence formation.

Self-evaluate ability to listen



techniques.

Listen to selections of literature.

After summarizing, analyzing, and

synthesizing the selection, respond

critically in a group discussion.






Analyze the influences of science, the

Reformation, England’s expansion in the

New World, and the King James Bible

on the English language during the

Seventeenth Century.

Examine the selection in terms of the

following literary elements in the

selections: conceit, paradox, carpe diem,

motif, allegory.

Read, discuss, and write about the

literature of the Puritan Age.

Apply literal, interpretive, and critical

reading skills.

Analyze a poem’s rhyme scheme and

meter.

Recite the ―No man is an island….‖

passage from Donne’s ―Meditation 17.‖

Recognize and appreciate a prose

meditation, or sermon, as literature.

Identify and analyze the poetic form of

elegy.

Test and Quizzes


assessment



Oral presentation

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Worksheets that

accompany textbooks

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest Speaker

Computer lab

Timelines

Holistic Scoring

Rubric

The Puritan Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

Analyze Milton’s sonnets and their

relation to traditional qualities of the

epic.

Understand the epical structure,

significance, and content of Milton’s

Paradise Lost.

Analyze the action, character, underlying

moral lessons, and theme in The

Pilgrim’s Progress.

View media presentation on the Puritan

Age and the works thereof.

Content: English Survey 1420 The Restoration (1660-1700)

Core Concept: (5) Relate the literature to the major events and philosophical currents of the time and understand how literature

expresses common cultural values.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.2A

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.







literature.




genres.











of task.

Demonstrate a knowledge of the

historical events of the period and their

effects on the writers and their works.


the meaning of the selection.



Interpret and respond to literature, orally

and in writing, through analysis of its

elements.

Practice critical thinking and writing

skills.

Relate the events of the time to the

literary works.

List the three major innovative writing

techniques of John Dryden and

demonstrate the ways they heralded the

writing of the Classical Age.


relationship between social concerns and

the productions of satire and realism.

Solve analogies to master vocabulary

words.

Test and Quizzes


assessment



Oral presentation

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Worksheets that

accompany textbooks

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest Speaker

Computer lab

Timelines

Holistic Scoring

Rubric

The Restoration



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.5C

1.5D

1.5F

1.6A

1.6B

1.6E

1.6F

1.7A







audience.







techniques.










Define the following literary

elements/terms and techniques: comedy

of manners, wit, heroic couplet,

neoclassicism, literary criticism.

Evaluate Dryden’s literary criticism.

Respond to the diary of Samuel Pepys as

an intimate first-hand account of a man

of affairs in the Restoration Period

Explain why the diary of Pepys was

written in shorthand and problems with

its being transcribed.

Read aloud and discuss famous historical

events recorded in Pepys.

Evaluate the use of first person point-of-

view and Defoe’s use of seemingly

objective narrator and other techniques

to convey a realistic tone.

Write an essay comparing Defoe’s

account of the plague with Pepys’s

description of the Great Fire and

evaluate each as an example of realism.

Explain the purpose of Defoe’s use of

the objective narrator.


Eighteenth Century/Classical Age (1700-1798)

Core Concept: (6) Demonstrate an understanding of the poetry and prose of the Classical Age of English Literature, perceive its

place in both literature and history, and develop greater comprehension of the various genres of literature.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.




genres.











of task.

Convey the revived interest in what the

literary lights of the time thought of as

the classical values.

Critique the elegant and classical stylists.

Gain insight into the satire of the period.

Analyze the meteoric rise to popularity

the new prose, the novel.

Determine the influence of Dr. Samuel

Johnson-conversationalist,

lexicographer, poet, biographer, social

critic, literary critic, and sometime

novelist.

Determine the impact of the first great

biographer, James Boswell.


relationship between social concerns and

the production of satire and realism.

Analyze the methods used by Pope,

Swift, and Addison and Steele to create

satire.

Solve analogies to master vocabulary

words.

Identify the people and institutions that

Swift satirizes.

Test and Quizzes


assessment


Editorials

Parody

Essays

Dictionary entries

Class Discussion

Oral questioning

Observation

Vocabulary lists

Conference

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

Classical Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.5C

1.5D

1.5F

1.6A

1.6B

1.6E

1.6F

1.7A







audience.







techniques.










Understand the informal essay and the

contributions of Addison and Steele.

Define and recognize the mock heroic

epic.

Evaluate the ideas expressed in Pope’s

epigrams.

Quote and analyze several epigrams by

Pope.

Identify the members of Johnson’s

Literary Club and explain their

contributions to the society of the time.

Contrast works in other humanities with

the works of literature in the Classical

Age.

Examine the selections in terms of their

literary elements.


literature of the Eighteenth Century.

Write short responses that analyze the

literary elements of the selections.

Respond creatively to the selections by

writing satire.

Analyze Swift’s use of diction to create

satire.

Classical Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3C

1.4D

1.3A

1.4B

1.5B

1.6D

1.6E

1.4D

1.8C




















techniques.







Define satire and identify the people and

institutions that Swift satirized.

Analyze and evaluate Swift’s ―A Modest

Proposal‖ as satire.

Compare and contrast Steele’s and

Addison’s informal essays with Bacon’s

formal essays, focusing on similarities

and differences in subject matter and

style.

Use art and music as bridges into

literature.

Critique The Rape of the Lock as an

example of satire and as a mock heroic

epic.

Improve reading proficiency and gain

exposure to notable writers and their

works.

Memorize some of Pope’s epigrams and

evaluate the ideas expressed in his

epigrams.

Use the Oxford English Dictionary to

determine dates for the first appearance

of certain words.

Identify Johnson’s purpose and interpret

his character based on the style of his

letter to Lord Chesterfield.

The Classical Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1B

1.1C

1.1D

1.1F

1.1G

1.1H

1.2A




their purposes.






















Analyze and evaluate Boswell’s The Life

of Samuel Johnson

Analyze Johnson’s dictionary entries and

create entries in his style.

Peruse other relevant materials.

Improve reading proficiency and gain

exposure to notable authors and their

works.

CONTENT: English Survey 1420

The Romantic Age (1798-1832)

Core Concept: (8) Analyze, interpret, and appreciate the literature of the Romantic Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.




genres.











of task.


Literature of the Romantic Age.

Memorize and recite the nineteen line

passage beginning ―Our birth is but a

sleep and a forgetting….‖ From

Wordsworth’s Ode: Intimations of

Immortality.

Read and discuss the historical

background of the Romantic Age.

Describe the scene, present and

recollected, and identify the theme of

each division of ―Lines Composed a Few

Miles Above Tintern Abbey.‖

Write and discuss generalizations about

Wordsworth’s poetry and his beliefs

concerning nature, and use these

generalizations in developing a

definition of Romanticism.

Analyze the use of diction, imagery and

figurative language to express the theme

in the Lucy poems.

Test and Quizzes


assessment


Design a book cover

Create new titles

Decorate an urn

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

The Romantic Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3C

1.4D

1.3A

1.4B

1.5B

1.6D

1.6E

1.6F

1.4D

1.8C




















techniques.








Identify the major authors, recurring

themes, dominant genres, and stylistic

characteristics of the age.


Romantic emphasis on humanity’s

relationship with nature.


democratic values of Romantic writers

and their interest in the common man.


social attitudes and customs of the

Romantic Period.

Analyze and interpret the Romantic

concern with individual experience and

the power of the imagination.

Identify and analyze narrative techniques

characteristic of Romantic literature.

Identify and analyze the poetic devices

characteristic of Romantic literature.

Become more aware of the nuances of

language.

Develop precision of thought through

precision of language.

Use critical thinking and reading

strategies to gain a more complete

understanding of the literature of the

Romantic Age.

The Romantic Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1B

1.1C

1.1D

1.1F

1.1G

1.1H

1.2A




their purposes.






















Explicate several pieces of poetry by

identifying major elements of prosody

and their contributive factor in the

communication of the poets’ total

experience.

Exercise the art and craft of writing

logically, coherently, and with unity of

ideas.

Demonstrate reliability and integrity.

Speculate about the identity of Lucy.

Evaluate the impact of a piece of

literature within its time frame of the

overall survey.

Analyze Coleridge’s The Rime of the

Ancient Mariner.

Identify and analyze the central vision

and the use of aural devices in

Coleridge’s poetry.

Analyze and interpret the blend of fact

and fiction in Lamb’s essays.

Examine the nature of the personal essay

by analyzing the essays of Charles

Lamb.

Analyze and interpret the diction,

imagery, figurative language, satire, and

mood used by Bryon, Keats, and Shelley

in their poetry.

The Romantic Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

Analyze the art and music that relate to

the period.

Gain a perspective of the historical

period by viewing some art and listening

to some music of the period.

Increase vocabulary by thorough study

of words selected from the reading

material.

View videos on the Romantic Age.

Listen attentively to the reading in class.


The Pre-Romantics (Gray, Burns, Blake, Goldsmith)

Core Concept: (7) Develop a deep awareness of the characteristics of classicism and romanticism as two basic ways of viewing the

world by considering four writers who provide a transition between the Classical and Romantic approaches to literature.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.




genres.











of task.

Explain and differentiate the traits of the

Classical and Romantic periods.

Describe and analyze the structure of the

elegy.

Evaluate the effect of the epitaph.

Identify an author’s purpose in using

dialogue.

Analyze the folk song elements in pre-

Romantic ballads.

Recite the memorable stanzas from

Burns’ ―To a Mouse‖ and ―To a Louse.‖

Gain an exposure to the works of Gray,

Burns, Blake, and Goldsmith.

Interpret and respond to poetry, orally

and in writing, through analysis of its

elements.

Recognize the nostalgic tone.

Analyze a poet’s purpose and point of

view.

Analyze a poem’s theme, metrics, and

structure.

Assess the reasons for using dialogue.

Test and Quizzes


assessment


Comparison chart

Triptych

Epitaph

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

The pre-Romantics



PROCEDURES FOR

ASSESSMENT

RESOURCES

Practice critical thinking and writing

skills:

Analyzing a poet’s purpose

Analyzing a poem’s theme

Analyzing structure of a poem

Evaluating the point of view

chosen by a poet

Analyzing the use of imagery

Analyzing the use of symbolism

Imitating a poet’s technique

Analyzing metrics

Responding to criticism

Analyze the imagery in Blake’s poetry

and determine the two contrary natures

of humans depicted in the poems.


The Victorian Age (1832-1900)

Core Concept: (9) Identify characteristics of the Victorian Age as reflected by the writing of the period, and analyze the relationship

between literature and history by identifying the major authors, dominant genres, recurrent themes, and stylistic characteristics

associated with the word Victorian.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.




genres.











of task.

Make comparisons among poets and

their poetry, between literary periods,

within the Victorian Age, and even

within the works of a single poet.

Recognize the diversity in the forms and

in the uses of prose.

Recognize the craftsmanship of the

playwright in creating drawing-room

comedy.

Use critical thinking and reading

strategies to gain a more complete

understanding of the literature of the

Victorian Age.

Use the literature of the Victorian Age as

a springboard for writing.

Increase vocabulary by demonstrating an

understanding of words and by solving

analogies.

Analyze and interpret Victorian attitudes

toward recurring philosophical concerns

such as aesthetics, death, immortality,

religious faith, and nature.

Identify and analyze the structures,

diction, figurative language, sound

devices, and symbolism, characteristic of

Victorian poetry.

Test and Quizzes


assessment



Oral presentation

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

The Victorian Age



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1B

1.1C

1.1D

1.1F

1.1G

1.1H

1.2A




their purposes.






















Analyze and interpret the structure, tone,

mood, and literary devices of

Tennyson’s poetry.

Analyze (a) dramatic monologue(s).

Compare and contrast the views of death

in Browning’s ―Prospice,‖ Tennyson’s

―Crossing the Bar,‖ and Thomas’ ―Do

Not Go Gentle into That Good Night.‖

Read and analyze the prose and poetry of

Thomas Hardy.

Memorize and recite either of the

following Elizabeth Barrett Browning

selections from Sonnets from the

Portuguese: Sonnet 14 or Sonnet 43.

Read and discuss the poetry of minor

Victorian poets.

Describe and analyze the

characterization and the narrative

techniques employed by Robert Louis

Stevenson in his short stories and in his

poetry.

Read and analyze Oscar Wilde’s The

Importance of Being Earnest.

Note the historical background that

involves the concepts of colonialism and

imperialism and the effects on the

contemporary scene.


The Twentieth Century and World/Contemporary Literature

Core Concept: (10) Identify the major authors, dominant and recurring themes, and writing styles characteristic of Twentieth Century

literature and perceive the importance of the humanities in world and British literature.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.1E

1.1H

1.3A

1.3B

1.3C

1.3D

1.3F

1.5A

Expand vocabulary.




literature.




genres.











of task.

Identify the major authors, dominant

themes, and stylistic characteristics of

Twentieth Century literature.

Identify, analyze, and interpret

traditional and innovative narrative

techniques and stylistic elements.

Identify, analyze, and interpret the

social, political, and aesthetic concerns

and values of the century.

Identify and analyze the continuing

concern with humanity’s proper

relationship to nature.

Demonstrate an understanding of

vocabulary solving analogies and by

analyzing derivations, denotations, and

connotations of words.





Read, analyze, and interpret Shaw’s

works.

Identify Shaw as a social reformer.

Test and Quizzes


assessment


Dramatic readings

Oral presentation

Oral questioning

Observation

Vocabulary lists

Basic textbooks

Supplemental Texts

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

Vocabulary lists

Maps

Internet

Guest speaker

Computer lab

Timelines

Pennsylvania Domain

Scoring Rubric

Holistic Scoring

Rubric

The Twentieth Century and World/Contemporary Literature



PROCEDURES FOR

ASSESSMENT

RESOURCES

Write in order to analyze the literary

elements of the selections.

Become more aware of the essential

nature of the humanities, especially

literature, to provide balance in an

increasingly scientific world.

Exemplify how satire can be

accomplished through the characters

who lack awareness of their ridiculous

attitudes or behavior.


Shakespearean Tragedy (Macbeth, Hamlet)

Core Concept: (11) Appreciate Shakespearean tragedy as a durable literary form and as the humanistic portrayal of character



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3A

1.3B

1.3C

1.3D

1.3E

1.3F

1.6AB

1.6E

1.6C


literature.

Analyze the relationship, uses, and

effectiveness of literary elements use

by one or more authors in similar

genres including characterization,

setting, plot, theme, point of view,

tone, and style.





Analyze and evaluate in poetry the

appropriateness of diction and

figurative language.

Analyze how a scriptwriter’s use of

words creates tone and mood, and

how choice of words advances the

theme or purpose of the work.



Listen to others.



Speak using skills appropriate to

formal speech situations.

Read, discuss, and interpret

Shakespearean tragedy.

Increase vocabulary through study of

words selected from the plays.

Compare and contrast the movie

version(s) of a Shakespearean tragedy

with the stage presentation.

Analyze the function of dialogue and

action in the plays.

Analyze the lesser characters, their

interaction, the setting, and the purpose.

Write an analysis of the play(s) or a

paper on some aspect of Shakespearean

tragedy.

View a performance –e.g., the Strand

series.

Study relevant tangential material.

Quote significant passages from the

plays.

Analyze a tragic hero.

Demonstrate an understanding of blank

verse.

Explain dramatic irony.


assessment

Test and Quizzes


comparison/contrast

Oral questioning

Observation

Peer Review


Presentation of scenes from

the play

Dramatic reading

Adventures of English

Literature

Hamlet

Timelines

Videotapes/DVD’s

Internet

Library

Vocabulary lists

Teacher-prepared

handouts and

worksheets

Worksheets that

accompany textbooks

Content: English Survey – 1420

Shakespearean Comedy (The Taming of the Shrew, A Midsummer Night’s Dream)

Core Concept: (12) Appreciate and enjoy Shakespearean comedy.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3A

1.3B

1.3C

1.3D

1.3E

1.3F

1.6AB

1.6E

1.6C


literature.

Analyze the relationship, uses, and

effectiveness of literary elements use

by one or more authors in similar

genres including characterization,

setting, plot, theme, point of view,

tone, and style.





Analyze and evaluate in poetry the

appropriateness of diction and

figurative language.

Analyze how a scriptwriter’s use of

words creates tone and mood, and

how choice of words advances the

theme or purpose of the work.



Listen to others.



Speak using skills appropriate to

formal speech situations.

Demonstrate the ability to examine a

play in depth from viewing a video.

Demonstrate the ability to view a

Shakespearean comedy and to analyze

the content.

Identify the elements that work together

in a comedy.

Analyze the reasons for marriage/love.

Diagnose the relationship between

sisters, between husbands and wives, and

between fathers and their daughters.

Demonstrate a sense of responsibility

and reliability by submitting assignments

in a timely fashion.

Analyze the functions of dialogue and

action in the plays.

Analyze the characters, their interaction,

setting, and purpose.

Determine why/how an audience is

amused.

Compare/contrast the comedies in an

essay.

Explain and exemplify the function of

the songs in Shakespeare’s comedies.


assessment

Test and Quizzes


comparison/contrast

Oral questioning

Observation


Perform scenes from the

plays

Dramatic reading

England in Literature

The Taming of the

Shrew

A Midsummer Night’s

Dream

Twelfth Night

Videotapes/DVD’s

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Vocabulary lists


Independent Reading of Novels

Core Concept: (13) Develop a pattern of independent reading for enjoyment and enrichment.



PROCEDURES FOR

ASSESSMENT

RESOURCES

1.3A

1.3B

1.3C

1.4B

1.4C

1.4F


literature.

Analyze the relationships, uses and



genres.











Write persuasive pieces that advance

convincing positions with arguments

developed to rebut opposition.


Read the novels independently outside of

class.

Write answers to assigned study guide

questions and contribute ideas to class

discussion.

Write essays on topics suggested by

reading the novels.

Communicate adequately a mature grasp

and interpretation of each work.

Analyze and discuss the novels.


assessment

Test and quizzes

Oral questioning

Observation

Essay

Pride and Prejudice

Jane Eyre

The Return of the

Native

Teacher-prepared

handouts and

worksheets

Teacher resource

materials

Videotapes/DVD’s

Library

MP1 read Pride and Prejudice

MP2 read Jane Eyre

MP3 read The Return of the

Native

Documents

Northern York County School District