northern york county school district
TRANSCRIPT
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Use knowledge of root words and
words from literary works to
recognize and understand the
meaning of new words during
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.
Recall and interpret the facts and extend
the meaning of the selections.
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.
Demonstrate an understanding of the
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Use media for learning purposes.
Analyze the influence of historical
events on the English language.
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.
React to critical opinions and
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Use knowledge of root words and
words from literary works to
recognize and understand the
meaning of new words during
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.
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.
Selected and constructed response
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.3C
1.4D
1.3A
1.4B
1.5B
1.6D
1.6E
1.6F
1.4D
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.
Use media for learning purposes.
Analyze the influence of historical
events on the English language.
Use research techniques to validate
written/oral discussion.
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.
Recall and interpret the facts and extend
the meaning of the selections.
React to critical opinions and
observations made about the selections.
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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).
Content: English Survey-1420
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
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
Selected and constructed response
assessment
Performance 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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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
actively through the use of
summarizing and questioning
techniques.
Listen to selections of literature.
After summarizing, analyzing, and
synthesizing the selection, respond
critically in a group discussion.
Participate in small and large group
discussions and presentations.
Use media for learning purposes.
Analyze the influence of historical
events on the English language.
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
Selected and constructed response
assessment
Performance 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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.2A
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand essential
content of informational texts and
documents in all academic areas.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
of task.
Demonstrate a knowledge of the
historical events of the period and their
effects on the writers and their works.
Recall and interpret the facts and extend
the meaning of the selection.
React to critical opinions and
observations made about the selections.
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.
Demonstrate an understanding of the
relationship between social concerns and
the productions of satire and realism.
Solve analogies to master vocabulary
words.
Test and Quizzes
Selected and constructed response
assessment
Performance 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 Restoration
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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
actively through the use of
summarizing and questioning
techniques.
Listen to selections of literature.
After summarizing, analyzing, and
synthesizing the selection, respond
critically in a group discussion.
Participate in small and large group
discussions and presentations.
Use media for learning purposes.
Analyze the influence of historical
events on the English language.
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.
Content: English Survey 1420
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
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.
Demonstrate an understanding of the
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
Selected and constructed response
assessment
Performance 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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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
actively through the use of
summarizing and questioning
techniques.
Listen to selections of literature.
After summarizing, analyzing, and
synthesizing the selection, respond
critically in a group discussion.
Participate in small and large group
discussions and presentations.
Use media for learning purposes.
Analyze the influence of historical
events on the English language.
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.
Read, discuss, and write about English
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.3C
1.4D
1.3A
1.4B
1.5B
1.6D
1.6E
1.4D
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
events on the English language.
Use research techniques to validate
written/oral discussion.
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Use knowledge of root words and
words from literary works to
recognize and understand the
meaning of new words during
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.
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
of task.
Read, discuss, and write about English
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
Selected and constructed response
assessment
Performance 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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.3C
1.4D
1.3A
1.4B
1.5B
1.6D
1.6E
1.6F
1.4D
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.
Use media for learning purposes.
Analyze the influence of historical
events on the English language.
Use research techniques to validate
written/oral discussion.
Identify the major authors, recurring
themes, dominant genres, and stylistic
characteristics of the age.
Demonstrate an understanding of the
Romantic emphasis on humanity’s
relationship with nature.
Demonstrate an understanding of the
democratic values of Romantic writers
and their interest in the common man.
Demonstrate an understanding of the
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Use knowledge of root words and
words from literary works to
recognize and understand the
meaning of new words during
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.
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Content: English Survey 1420
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
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
Selected and constructed response
assessment
Performance 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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Content: English Survey 1420
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
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
Selected and constructed response
assessment
Performance assessment
Diary entries and written response
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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Use knowledge of root words and
words from literary works to
recognize and understand the
meaning of new words during
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.
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.
Content: English Survey 1420
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.1E
1.1H
1.3A
1.3B
1.3C
1.3D
1.3F
1.5A
Expand vocabulary.
Demonstrate fluency and
comprehension in reading.
Read and understand works of
literature.
Analyze the relationship, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
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.
Focus-write with a sharp, distinct
controlling point made about a
single topic with evident awareness
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.
React to critical opinions and
observations made about the selections.
Recall and interpret the facts and extend
the meaning of the selections.
Read, analyze, and interpret Shaw’s
works.
Identify Shaw as a social reformer.
Test and Quizzes
Selected and constructed response
assessment
Performance 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
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
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.
Content: English Survey-1420
Shakespearean Tragedy (Macbeth, Hamlet)
Core Concept: (11) Appreciate Shakespearean tragedy as a durable literary form and as the humanistic portrayal of character
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.3A
1.3B
1.3C
1.3D
1.3E
1.3F
1.6AB
1.6E
1.6C
Read and understand works of
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 the effectiveness of an
author’s use of literary devices by
comparing them to a classic piece of
literature in a specific genre.
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.
Read and respond to nonfiction and
fiction including poetry and drama.
Listen to others.
Participate in small and large group
discussions and presentations.
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.
Selected and constructed response
assessment
Test and Quizzes
Essay (expository and/or
comparison/contrast
Oral questioning
Observation
Peer Review
Performance assessment
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.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.3A
1.3B
1.3C
1.3D
1.3E
1.3F
1.6AB
1.6E
1.6C
Read and understand works of
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 the effectiveness of an
author’s use of literary devices by
comparing them to a classic piece of
literature in a specific genre.
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.
Read and respond to nonfiction and
fiction including poetry and drama.
Listen to others.
Participate in small and large group
discussions and presentations.
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.
Selected and constructed response
assessment
Test and Quizzes
Essay (expository and/or
comparison/contrast
Oral questioning
Observation
Performance assessment
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
Content: English Survey 1420
Independent Reading of Novels
Core Concept: (13) Develop a pattern of independent reading for enjoyment and enrichment.
NUMBER STANDARD/BENCHMARK STUDENT PERFORMANCE
LEARNING EXPERIENCES
PROCEDURES FOR
ASSESSMENT
RESOURCES
1.3A
1.3B
1.3C
1.4B
1.4C
1.4F
Read and understand works of
literature.
Analyze the relationships, uses and
effectiveness of literary elements by
comparing two works in similar
genres.
Analyze the effectiveness of an
author’s use of literary devices by
comparing them to a classic piece of
literature in a specific genre.
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.
Write persuasive pieces that advance
convincing positions with arguments
developed to rebut opposition.
Read and respond to literary works.
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.
Selected and constructed response
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