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Unit Contemporary Commentary

Focus on Literary Forms

Literary History Contemporary Connection

Informational Materials

1. From Legend to History: The Old English and Medieval Periods(A.D. 449–1485)

Burton Raffel, pp. 15–16, pp. 36–37; Seamus Heaney, pp. 68–69 (12)(A)

Defi ning the Epic pp. 34–35 (3)

Folk Ballads, pp. 210–213; Chaucer’s Guided Tour of Medieval Life and Literature, pp. 90–91 (3); (26)

Beowulf: From Ancient Epic to Graphic Novel pp. 76–80 (26)

Informational Text: Procedural Texts, pp. 70–75; Primary Sources pp. 198–209 (1)(A), (9)(A), (11)(A), (20)(A), (21)(B), (23)(C)

2. Celebrating Humanity: The English Renais-sance Period (1485–1625)

Frank Kermode, pp. 249–250, pp. 314–315

Defi ning Drama pp. 308–309 (2)(B)

The Elizabethan Theater, Shakespeare on Film, pp. 310–313 (2)(B)

Connecting Elizabeth I, Past and Present pp. 292–295 (26)

Primary Sources pp. 282–291; Informational Text: Expository Text pp. 438–441 (1)(E); (9)(A); (10)(B); (20)(A), (B); (21)(A), (B), (C); (22)(A), (B), (C)

3. A Turbulent Time: The Seventeenth and Eighteenth Centuries(1625–1798)

Richard Rodriguez, pp. 477–478, pp. 686–689 (12)(A)

Defi ning the Essay pp. 678–679 (8), (9)(D)

Making “Darkness Visible”: Milton’s Epic Ambition pp. 516–517 (3)

Primary Sources pp. 568–581; Informational Text: Expository Texts (1)(A); (9)(C), (D); (20)(B); (21)(A)

4. Rebels and Dreamers: The Romantic Period(1798–1832)

Elizabeth McCracken, pp. 729–730, pp. 756–759

Defi ning Lyric Poetry pp. 774–775 (3)

The Muse’s Children: Lyric Poets in the World p. 796

Frankenstein: Past and Present pp. 768–772 (24)(A)

Informational Text: Expository Texts pp. 810–817; Primary Sources pp. 903–907 (1)(A); (9)(B), (D); (10)(A); (24)(A), (B)

5. Progress and Decline: The Victorian Period(1833–1901)

James Berry, pp. 955–956, pp. 1052–1059

Defi ning the Novel pp. 990–991 RC-12(A)

The Curious Workshop of Charles Dickens: Making Myths pp. 992–993 (5)(D)

Connecting Victorian Themes pp. 1060–1061

Informational Text: Expository Texts pp. 1022–1027; Primary Sources pp. 1062–1070 (1)(E); (8); (9)(B), (D); (12)(A); (20)(B)

6. A Time of Rapid Change: The Modern and Postmodern Periods (1901–Present)

Anita Desai, pp. 1135–1136, pp. 1416–1417 (12)(D)

Defi ning the Contemporary Short Story pp. 1216–1217 RC-12(A)

Modernism and Beyond, p. 1152–1153; How “The Hollow Men” Was Written, pp. 1160–1162; Contemporary British Fiction, pp. 1432–1433; New British Nonfi ction, pp. 1460–1461 (2)(C), (7), (21)(B), (26)

Primary Sources pp. 1289–1295; Informational Text: Procedural Texts pp. 1454–1459 (1)(A); (9)(C), (D); (11)(B); (12)(C), (D); (15)(B)(ii)

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Writing Workshop Communications Workshop

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Literary Text: Short Story pp. 214–221 (13)(B), (C), (D), (E); (14)(A); (17)(A)

Listening and Speaking Workshop: Evaluate Persuasive Speech pp. 222–223 (24)(A), (B)

Using Dictionaries and Other Resources p. 224 (1)(E)

Exploring Messages in Media p. 225 (12)(A)

How does literature shape or refl ect society? pp. 226–227 (26)

Texas Test Preparation, pp. 228–233

Persuasive Text: Persuasive Essay pp. 442–449 (13)(A), (B), (C), (D), (E); (16)(A), (B), (C), (D), (E), (F), (G); (17); (18); (19)

Listening and Speaking Workshop: Deliver a Persuasive Speech pp. 450–451 (25)

Words from Mythology p. 452 (1)(D)

Comparing Versions of a Play p. 453 (2)(B)

What is the relationship of the writer to tradition? pp. 454–455 (15)(A)(ii), (iii); (25)


Work-Related Text: College Application pp. 694–700 (13)(A), (B), (C), (E); (15)(B)(iii); (18); (19)

Media Literacy Workshop: Evaluate Messages in Entertainment Media pp. 702–703 (12)(A)

Derivations: Social Studies Terms p. 704 (1)(A), (D), (E)

Evaluating Media Techniques p. 705 (12)(B)

What is the relationship between literature and place? pp. 706–707 (15)(A)(iii)


Research: Multimedia Presentation pp. 920–927 (13)(A), (B), (D), (E); (15)(D)

Media Literacy Workshop: Evaluate Interactions of Techinques in Print Media pp. 928–929 (12)(B)

Etymology of Science, Medical, and Mathematical Terms p. 930 (1)(A), (D), (E)

Evaluating Media Messages p. 931 (12)(A)

What is the relationship of the writer to tradition? pp. 932–933 (14)(C); (25)


Research: Historical Investigation pp. 1096–1107 (13)(D); (20)(B); (21)(A); (23)(A), (B), (C), (D), (E)

Media Literacy Workshop: Evaluate Techniques in Electonic Journalism pp. 1108–1109 (12)(B)

Idioms p. 1110 (1)(E)

Comparing Forms of Narration p. 1111 (5)(C)

How does literature shape or refl ect society? pp. 1112–1113 (16)(A); (24)(A), (B)


Work-Related Text: Job Portfolio and Résumé pp. 1468–1475 (13)(D), (E); (15)(B)(i), (ii); (17)(B); (18); (19)

Media Literacy Workshop: Compare Media Coverage of Same Event pp. 1476–1477 (12)(C), (D)

Cognates and Borrowed Words p. 1478 (1)(D), (E)

Exploring Changes in Drama p. 1479 (4)

What is the relationship between literature and place? pp. 1480–1481 (15)(D)


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Unit 1: From Legend to HistoryThe Old English and Medieval Periods (A.D. 449-1485)

Key: UR: Unit Resources A: Average MA: More Accessible MC: More Challenging See the Accessibility at a Glance chart at the beginning of each selection or selection grouping.


Selection Reading Skill Literary Analysis

PA

RT 1 “The Seafarer” (A), translated by Burton Raffel, SE, p. 21; “The

Wanderer” (MA), translated by Charles W. Kennedy, SE, p. 27; “The Wife’s Lament” (MC), translated by Ann Stanford, SE, p. 30

Understand the Historical Context, SE, p. 18 (2)(C); UR1, p. 18

Anglo–Saxon Lyrics, SE, p. 18 (3); UR1, p. 17

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RT 2

From Beowulf (A), translated by Burton Raffel, SE, p. 36 Determine the Main Idea or Essential Message, SE, p. 38; UR1, p. 38

Epic and Legendary Hero, SE, p. 38 (2)(C); UR1, p. 37

Procedural Texts: Field Research Guidelines, SE, p. 70 Draw Conclusions About Patterns Organization and Hierarchic Structures, SE, p. 70 (11)(A)

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RT 3

from A History of the English Church and People (MC), Bede, translated by Leo Sherley–Price, SE, p. 84

Analyze the Clarity of Meaning, SE, p. 82 (8); UR1, p. 57

Historical Writing, SE, p. 82; UR1, p. 56

from The Canterbury Tales: “The Prologue” (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 96

Asking Questions, SE, p. 95 RC-12(A); UR1, p. 83

Characterization and Social Commentary, SE, p. 95; UR1, pp. 81, 82

from The Canterbury Tales: “The Pardoner’s Tale” (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 124

Reread, SE, p. 123 RC-12(A); UR1, p. 101

Allegories and Archetypal Narrative Elements, SE, p. 123; UR1, p. 100

from The Canterbury Tales: “The Wife of Bath’s Tale” (A), Geoffrey Chaucer translated by Nevill Coghill, SE, p. 138

Analyze Textual Context, SE, p. 137 (1)(B); UR1, p. 119

Frame and Setting, SE, p. 137 (3); UR1, p. 118

from the Decameron by Giovanni Boccaccio (A), translated by G.H. McWilliam, SE, p. 158 ;

Comparing Frame Stories Across Cultures, SE, p. 156 (1)(E); UR1, p. 133

PA

RT 4

from Sir Gawain and the Green Knight (A), translated by Marie Borroff, SE, p. 171; from Morte d’Arthur (A), by Sir Thomas Malory, SE, p. 185

Determine the Main Idea by Summarizing, SE, p. 168 RC-12(A); UR1, p. 143

Medieval Romances and Legends, SE, pp. 168, 196 (5)(D); UR1, p. 142

from The Anglo-Saxon Chronicle (A), SE, p. 201; Letters of Margaret Paston (A), Margaret Paston, SE, p. 204

Summarizing, p. 198 (9)(A)


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All selections are supported in the Reader's Notebooks.For correlations to all College Readiness Standards, see the Time and Resource Manager preceding each selection grouping and the first page of each feature.

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Vocabulary Conventions and Style/Writing AssessmentVocabulary, SE, p. 18: admonish, sentinel, fervent, rancor, compassionate, rapture; Categorize Key Vocabulary, SE, p. 32; UR1, p. 19

Connecting to the Essential Question, SE, p. 18 ; Writing: Editorial, SE, p. 32 (16)(F); UR1, p. 20

Critical Reading, SE, pp. 25, 29, 31; Selection Tests A and B, UR1, pp. 25–30

Vocabulary, SE, p. 38: reparation, solace, purge, writhing, massive, loathsome; Word Analysis: Latin Roots -sol-, SE, p. 66; Vocabulary: Analogies, SE, p. 66 (1)(C); UR1, p. 39

Conventions and Style Lesson: Using Coordinating Conjunctions, SE, p. 67; Connecting to the Essential Question, SE, p. 38 ; Writing Lesson: Work-Related Document, SE, p. 66 (15)(B)(i); UR1, p. 41

Thinking About the Commentary, SE, pp. 37, 69 ; Critical Reading, SE, p. 64; Selection Tests A and B, UR1, pp. 46–51

Content-Area Vocabulary, SE, p. 70: data, amphibian, substrate, species, ecology (1)(A)

Timed Writing: Expository Text, SE, p. 75 Critical Reading, SE, p. 75, Critical Reading, SE, p. 80 (11)(A)

Vocabulary, SE, p 82: promontories, cultivated, innumerable, migrated; Categorize Key Vocabulary, SE, p. 89; UR1, p. 58

Connecting to the Essential Question, SE, p. 82 ; Writing: Work-Related Document, SE, p. 89 (15)(B)(ii); UR1, p. 59

Critical Reading, SE, p. 88; Selection Tests A and B, UR1, pp. 64–69

Vocabulary, SE, p. 95: solicitous, garnished, absolution, commission, sanguine, prevarication; Word Analysis: Latin Suffi x -tion, SE, p. 121; Context Clues, SE, p. 121 (1)(B); UR1, p. 84

Connecting to the Essential Question, SE, p. 95 ; Writing Lesson: Literary Text, SE, p. 121; UR1, p. 85


Vocabulary, SE, p. 123: pallor, hoary, tarry, apothecary, deftly, sauntered; Word Analysis: Greek Prefi x apo-, SE, p. 136 ; Relate New to Familiar Words, SE, p. 136; UR1, p. 102

Connecting to the Essential Question, SE, p. 123 ; Writing Lesson: Persuasive Text, SE, p. 136 (13)(C); UR1, p. 103


Vocabulary, SE, p. 137: implored, relates, contemptuous, bequeath, prowess, esteemed, rebuke; Word Analysis: Multiple Meaning Words in Context, SE, p. 152 ; Vocabulary: Logical or Illogical?, SE, p. 152 ; Using Resources to Build Vocabulary, SE, p. 152 (1)(E); UR1, p. 120

Conventions and Style Lesson: Adjectival, Adverbial, and Noun Phrases, SE, p. 154; Writing and Speaking Conventions, SE, p. 154; Connecting to the Essential Question, SE, p. 137; Writing Lesson: Expository Text, SE, p. 153 (15)(C)(i), (ii), (iii), (iv), (v); (17)(A); UR1, p. 122


Vocabulary, SE, pp. 160–164: courtly, frugally, deference, affably, impertinence, despondent; UR1, p. 134

Timed Writing: Interpretation, SE, p. 166 (13)(B), (18); UR1, p. 135


Vocabulary, SE, p. 168: adjure, adroitly, largesse, entreated, peril, interred; Academic Vocabulary: French Roots; SE, p. 197; Vocabulary: True or False? SE, p. 197 (1)(A); UR1, p. 144

Connecting to the Essential Question, SE, p. 168 ; Writing Lesson: Literary Text, SE, p. 197 (14)(C); UR1, p. 145

Critical Reading, SE, pp. 183, 195; Selection Tests A and B, UR1, pp. 150–155

Vocabulary, SE, p. 199: barricaded, ravaged, aldermen, succor, certify, remnant, ransacked, asunder, assault; UR1, p. 157

Research Project, p. 209 (20)(A), (21)(B), (23)(C) Critical Reading, SE, pp. 204, 207; Selection Tests A and B, UR1, pp. 158–159


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Unit 2: Celebrating HumanityThe English Renaissance Period (1485-1625)



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from Spenser’s Sonnets (MC, MC, MC), Edmund Spenser, SE, p. 254; from Sidney’s Sonnets (MA, MA), Sir Philip Sidney, SE, p. 259

Analyze Conceits, SE, p. 252 (7); UR2, p. 12

Sonnet, Petrarchan Sonnet, Spenserian Sonnet, and Sonnet Sequence, SE, p. 252 (3); UR2, p. 11

“The Passionate Shepherd to His Love” (A), Christopher Marlowe, SE, p. 266 ; “The Nymph’s Reply to the Shepherd” (MC), Sir Walter Raleigh, SE, p. 268

Analyze Similar Themes, SE, p. 264 (2)(A); UR2, p. 31

Pastoral, SE, p. 264; UR2, p. 30

Sonnet 29 (MC), William Shakespeare, SE, p. 275; Sonnet 106 (MC), William Shakespeare, SE, p. 275; Sonnet 116 (A), William Shakespeare, SE, p. 276; Sonnet 130 (A), William Shakespeare, SE, p. 278

Analyze Text Structures, SE, p. 272; UR2, p. 49

Shakespearean Sonnet, Quatrains, Couplet, Syntax, SE, p. 272 (3); UR2, p. 48

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RT 2

“Speech Before Her Troops” (A), Queen Elizabeth I, SE, p. 285 ; “Examination of Don Luis De Córdoba” (A), SE, p. 288

Draw Conclusions About the Credibility of a Persuasive Text, SE, p. 282 (10)(B)

from The King James Bible (A), SE, p. 296 Determine the Main Idea, SE, p. 296 RC-12(A); UR2, p. 71

Psalms, Sermons, Parables, Metaphors, Analogies, Narratives, SE, p. 296; UR2, p. 70

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The Tragedy of Macbeth, Act I (MC), William Shakespeare, SE, p. 322 Analyzing Information From Text Features, SE, p. 321; UR2, p. 93

Elizabethan Drama, Tragedies, and Soliloquy, SE, p. 321 (4); UR2, pp. 91–92

The Tragedy of Macbeth, Act II (MC), William Shakespeare, SE, p. 342 Analyzing Clarity of Meaning, SE, pp. 342, 358; UR2, p. 111

Blank Verse, Iamb, Trochaic Foot, Anapestic Foot, Prose, Comic Relief, SE, p. 342 (4); UR2, p. 110

The Tragedy of Macbeth, Act III (MC), William Shakespeare, SE, p. 361 Identify Cause-and-Effect Relationships, SE, p. 360 RC-12(B); UR2, p. 135

Confl ict, Climax, and Dramatic Irony, SE, p. 360; UR2, p. 134

The Tragedy of Macbeth, Act IV (MC), William Shakespeare, SE, p. 378 Analyze Text Structures, SE, p. 378; UR2, p. 153

Imagery, SE, p. 378 (7); UR2, p. 152

The Tragedy of Macbeth, Act V (MC), William Shakespeare, SE, p. 401 Relate the Work to the Major Themes and Issues of Its Period, SE, p. 400 RC-12(B); UR2, p. 171

Shakespearean Tragedy, Tragic Flaw, SE, p. 400; UR2, p. 170

from Everyman (MC), Anonymous, SE, p. 422; from She Stoops to Conquer (A), Oliver Goldsmith, SE, p. 424; from Prometheus Unbound (MC), Percy Bysshe Shelley, SE, p. 426; from Pygmalion (A), George Bernard Shaw, SE, p. 428

Comparing British Dramas, Past and Present, SE, p. 421 (1)(E), (4); UR2, p. 185


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Vocabulary Conventions and Style/Writing AssessmentVocabulary, SE, p. 252: design, assay, devise, wan, languished, balm; Word Analysis: Patterns of Word Changes, SE, p. 262; Vocabulary: Context Clues, SE, p. 262 (1)(B); UR2, p. 13

Conventions and Style Lesson: Using Subordinating Conjunctions, SE, p. 263; Connecting to the Essential Question, SE, p. 252 ; Writing Lesson: Work-Related Document, SE, p. 262 (15)(B)(ii), (iii), (iv), (v); UR2, p. 15


Vocabulary, SE, p. 264: melodious, madrigals, reckoning, gall, wither; Academic Vocabulary: Greek Roots, SE, p. 271; Vocabulary: Context Clues, SE, p. 271 (1)(A); UR2, p. 32

Connecting to the Essential Question, SE, p. 264 ; Writing Lesson: Expository Text, SE, p. 271; UR2, p. 33


Vocabulary, SE, p. 272: scope, sullen, chronicle, prefi guring, impediments, alters; Academic Vocabulary: Greek Roots, SE, p. 280 ; Vocabulary: Analogies, SE, p. 280 (1)(A); UR2, p. 50

Connecting to the Essential Question, SE, p. 272 ; Writing Lesson: Expository Text, SE, p. 280 (15)(A)(iii); UR2, p. 51


Vocabulary, SE, p. 283: treachery, tyrants, realms, stead, obedience, concord, valor, galleons; UR2, p. 63

Research Project, SE, p. 291 (20)(A), (B); (21)(A), (B), (C); (22)(A), (B), (C)


Vocabulary, SE, p. 296: righteousness, stature, prodigal, entreated, transgressed; Academic Vocabulary: Latin Roots, SE, p. 306 ; Vocabulary: Synonyms, SE, p. 306; UR2, p. 72

Connecting to the Essential Question, SE, p. 296 ; Writing Lesson: Literary Text, SE, p. 306 (14)(A); UR2, p. 73


Vocabulary, SE, p. 321: valor, treasons, imperial, surmise, sovereign; Word Analysis: Denotations and Connotations of Political Words, SE, p. 341; Vocabulary: Context Clues, SE, p. 341; UR2, p. 94

Connecting to the Essential Question, SE, p. 321; Writing Lesson: Work-Related Document, SE, p. 341 (13)(C); UR2, p. 95

Thinking About the Commentary, SE, p. 315, Critical Reading, SE, p. 339; Selection Tests A and B, UR2, pp. 100–105

Vocabulary, SE, p. 342: augment, palpable, stealthy, multitudinous, equivocate, predominance; Word Analysis: Latin Word Root -voc-, SE, p. 359 ; Vocabulary: Antonyms, SE, p. 359; UR2, p. 112

Writing Lesson: Expository Text, SE, p. 359 (15)(C)(i), (ii), (iii); UR2, p. 113


Vocabulary, SE, p. 360: indissoluble, dauntless, predominant, infi rmity, malevolence; Academic Vocabulary: Latin Affi xes, SE, p. 377; Vocabulary: Context Clues, SE, p. 377 (1)(B); UR2, p. 136

Writing Lesson: Literary Text, SE, p. 377 (14)(B); UR2, p. 137


Vocabulary, SE, p. 378: pernicious, judicious, sundry, intemperance, avarice, credulous; Word Analysis: Latin Root -cred-, SE, p. 398 ; Vocabulary: Analogies, SE, p. 398; UR2, p. 154

Writing Lesson: Expository Text, SE, p. 398 (15)(A)(iii), (v); UR2, p. 155


Vocabulary, SE, p. 400: perturbation, recoil, antidote, pristine, clamorous, harbingers, vulnerable; Word Analysis: Latin Root -turb-, SE, p. 417; Descriptive Adjectives: Words Relating to Tragedy, SE, p. 417; Vocabulary: Sentence Completion, SE, p. 417 (1)(E); Vocabulary Builder, UR2, p. 172

Convention and Style Lesson: Using Adjectival Adverbial, and Noun Clauses, SE, p. 419; Writing Lesson: Expository Text, SE, p. 418 (15)(A)(i), (ii), (iii), (iv), (v), (vi), (vii); UR2, pp. 173–174


Vocabulary, SE, pp. 425, 427, 429: impudent, hypocrisy, omnipotent, discomposes, quietude; UR2, p. 186

Timed Writing: Analytical Essay, SE, p. 431 (15)(A)(iii), (iv), (v); (18); UR2, p. 187



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Unit 2: The English Renaissance Period (1485-1625) (continued)

Unit 3: A Turbulent TimeThe Seventeenth and Eighteenth Centuries (1625-1798)



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) from “Of Great Place” (MC), Francis Bacon, SE, p. 434 Analyze the Effects of Contradiction and Paradox, SE, p. 432 (6); UR2, p. 195

Contradiction and Paradox, SE, p. 432; UR2, p. 194

Expository Text: Biography (A), SE, p. 439 Summarizing, SE, p. 438 (9)(A)


PA

RT 1

Works of John Donne (MC), John Donne, SE, p. 482 Analyze the Author’s Perspective and How It Affects the Meaning, SE, p. 480; UR3, p. 12

Metaphysical Poetry, Conceits, and Paradoxes, SE, p. 480 (3); (6); UR3, p. 11

“On My First Son” (A), Ben Jonson, SE, p. 496 ; “Still to Be Neat” (A), Ben Jonson, SE, p. 498 ; “Song: To Celia” (A), Ben Jonson, SE, p. 500

Comparing and Contrasting Elements, SE, p. 494; UR3, p. 31

Lyric, Epigram, SE, p. 494 (3); UR3, p. 30

“To His Coy Mistress” (MC), Andrew Marvell, SE, p. 506 ; “To the Virgins, to Make Much of Time” (MC), Robert Herrick, SE, p. 510 ; “Song” (A), Sir John Suckling, SE, p. 513

Compare and Contrast Universal Themes, SE, p. 504 (2)(A); UR3, p. 50

Carpe Diem Theme, SE, p. 504; UR3, p. 49

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Poetry of John Milton, (MC), SE, p. 522 Using a Graphic Organizer, SE, p. 521; UR3, p. 70

The Italian Sonnet and Epic, SE, p. 521 (3); UR3, pp. 68–69

from Inferno, Dante Alighieri, (MC), SE, p. 543 Comparing Epics Around the World, SE, p. 541; UR3, p. 84

from The Pilgrim’s Progress (A), John Bunyan, SE, p. 554; from A Journal of the Plague Year (A), Daniel Defoe, SE, p. 557; from Tom Jones (A), Henry Fielding, SE, p. 562

Compare and Contrast Forms of Narration, SE, pp. 552, 565 (5)(C), (D); UR3, p. 94

Forms of Narration, Genres, SE, p. 552; UR3, p. 93

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from The London Gazette (A), SE, p. 571; from The Diary (A), Samuel Pepys, SE, p. 573; Charles II’s Declaration to London (A), Charles II, SE, p. 578

Synthesize Ideas, SE, p. 568 (9)(D)

Letter to William Temple (MC), Dorothy Osborne, SE, p. 584 Analyze the Effect of Irony, Sarcasm, and Subtlety, SE, p. 582 (6); UR3, p. 116

Irony, Sarcasm, Subtlety, SE, p. 582; UR3, p. 115


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Vocabulary Conventions and Style/Writing AssessmentVocabulary, SE, p. 432: sovereign, regress, vantage, peremptory, jurisdiction, predecessor; Vocabulary: Use New Words Correctly, SE, p. 437; UR2, p. 196

Writing: Persuasive Text, SE, p. 437 (16)(F); UR2, p. 197


Vocabulary, SE, p. 438: freestanding, canopy, parapet, blocking; Content-Area Vocabulary, SE, p. 441 (1)(E)

Timed Writing: Expository Text, SE, p. 441 Critical Reading, SE, p. 441

Vocabulary Conventions and Style/Writing Assessment

Vocabulary, SE, p. 480: profanation, laity, trepidation, contention, piety, covetousness; Academic Vocabulary: Latin Affi xes, SE, p. 492 ; Vocabulary: Analogies, SE, p. 492 (1)(A), (C); UR3, p. 13

Comparative and Superlative Adjectives and Adverbs, SE, p. 493 ; Writing and Speaking Conventions, SE, p. 493 ; Connecting to the Essential Question, SE, p. 480 ; Writing Lesson: Expository Text, SE, p. 492; UR3, p. 15

Critical Reading, SE, pp. 483, 485, 487, 490; Selection Tests A and B, UR3, pp. 20–25

Vocabulary, SE, p. 494: fate, lament, presumed, sound, divine, wreath; Multiple-Meaning Words, SE, p. 502 ; Vocabulary: Synonyms, SE, p. 502; UR3, p. 32

Participles, Gerunds, and Infi nitives, SE, p. 503 ; Writing and Speaking Conventions, SE, p. 503 ; Connecting to the Essential Question, SE, p. 494 ; Expository Text, SE, p. 502 (15)(A)(v); UR3, p. 34


Vocabulary, SE, p. 504: coyness, amorous, languish, prime, wan, prevail; Vocabulary: Context, SE, p. 514 (1)(B); UR3, p. 51

Connecting to the Essential Question, SE, p. 504 ; Persuasive Text, SE, p. 514; UR3, p. 52


Vocabulary, SE, p. 521: semblance, illumine, transgress, guile, obdurate, tempestuous, transcendent, ignominy; Word Analysis: Latin Root -lum-, SE, p. 537; Vocabulary: Synonyms, SE, p. 537; Using Resources to Build Vocabulary, SE, p. 537 (1)(B), (E); UR3, p. 71

Fixing Misplaced and Dangling Modifi ers, SE, p. 539 ; Writing and Speaking Conventions, SE, p. 539 ; Connecting to the Essential Question, SE, pp. 521; Writing Lesson: Expository Text, SE, p. 538 (15)(A)(iii), (v); UR3, pp. 72–73


Vocabulary, SE, pp. 545–548: cowered, awe, writhers, shrill, nimble; UR3, p. 85

Analytical Essay, SE, p. 551 (15)(A)(v), (18); UR3, p. 86


Vocabulary, SE, p. 552: heedless, distemper, resolution, importuning, prodigious, irascible; Vocabulary: Word Analysis: Latin prefi x dis-, SE, p. 566; Vocabulary: Synonyms, SE, p. 566; UR3, p. 95

Connecting to the Essential Question, SE, p. 552; Writing Lesson: Literary Text, SE, p. 566 (14)(A); UR3, p. 96

Critical Reading, SE, pp. 555, 561, 564 ; Selection Tests A and B, UR3, pp. 101–106

Vocabulary, SE, p. 569: deplorable, lamentable, indefatigable, combustible, malicious, accounts, pernicious, magistrate, eminent, notorious, deliberation; Etymology Study, SE, p. 580 (1)(A); UR3, p. 108

Research Project, SE, p. 581 (20)(B), (21)(A) Critical Reading, SE, pp. 577, 579; Selection Tests A and B, UR3, pp. 109–110

Vocabulary, SE, p. 582: esteem, giddy, renounced, discourse, allayed; Vocabulary: Use New Words Correctly, SE, p. 587; UR3, p. 117

Connecting to the Essential Question, SE, p. 582; Writing: Procedural Text, p. 587 (15)(B)(iv); UR3, p. 118



TX 70


The Seventeenth and Eighteenth Centuries (1625-1798) (continued)


Unit 4: Rebels and DreamersThe Romantic Period (1798-1832)


PA

RT 1

“To a Mouse” (MC), Robert Burns, SE, p. 734 ; “To a Louse” (MC), Robert Burns, SE, p. 737; “Woo’d and Married and A’” (A), Joanna Baillie, SE, p. 741

Analyze Information from Text Features, SE, p. 732; UR4, p. 12

Dialect, SE, p. 732 (3); UR4, p. 11

“The Lamb” (MA), William Blake, SE, p. 748 ; “The Tyger” (MA), William Blake, SE, p. 749 ; “The Chimney Sweeper” (MA), William Blake, SE, p. 751; “Infant Sorrow” (MA), William Blake, SE, p. 752

Applying Critical Perspectives, SE, p. 746; UR4, p. 30

Archetypes and Social Commentary, SE, p. 746 (3); UR4, p. 29

Selection Reading Skill Literary AnalysisPA

RT 3

(Con

tinue

d)

from Eve’s Apology in Defense of Women (A), Amelia Lanier, SE, p. 590; “To Lucasta on Going to the Wars” (MA), Richard Lovelace, SE, p. 593; “To Althea, from Prison” (A), Richard Lovelace, SE, p. 594

Relate a Work to Its Historical Period, SE, p. 588 RC-12(B); UR3, p. 131

Tradition and Reform, SE, p. 588; UR3, p. 130

Informational Text: Expository Texts (A), SE, pp. 599–602 Make Subtle Inferences and Complex Conclusions, SE, p. 598 (9)(C)

from Gulliver’s Travels (A), Jonathan Swift, SE, p. 606 ; “A Modest Proposal”(A), Jonathan Swift, SE, p. 617

Analyzing and Evaluating Information from Text Features, SE, p. 604; UR3, p. 155

Satire, Irony, SE, p. 604 (6); UR3, p. 154

from An Essay on Man (MC), Alexander Pope, SE, p. 630 ; from An Essay; from The Rape of the Lock (MC), Alexander Pope, SE, p. 632

Analyze How an Author’s Purpose Affects the Meaning of a Work, SE, p. 628; UR3, p. 173

Parody and Epic Similies, Antithesis, SE, p. 628 (3); UR3, p. 172

from A Dictionary of the English Language (MA), Samuel Johnson, SE, p. 648 ; from The Life of Samuel Johnson (A), James Boswell, SE, p. 655

Analyzing the Author’s Purpose, SE, p. 646; UR3, p. 191

Dictionary and Biography, SE, p. 646 (6); UR3, p. 190

“Elegy Written in a Country Churchyard” (MC), Thomas Gray, SE, p. 666 ; “A Nocturnal Reverie” (MC), Anne Finch, Countess of Winchilsea, SE, p. 673

Determine the Essential Message, SE, p. 664; UR3, p. 209

Pre–Romantic Poetry, SE, p. 664 (2)(C); UR3, p. 208

PA

RT 4 The Aims of The Spectator (A), Joseph Addison, SE, p. 682 ; from Days of

Obligation: from “In Athens Once” (A), Richard Rodriguez, SE, p. 689Examine Implicit and Explicit Assumptions, SE, p. 680; UR3, p. 229

Essay, SE, p. 680 (10)(B); UR3, p. 228


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Vocabulary, SE, p. 732: dominion, impudence, winsome, discretion, inconstantly; Academic Vocabulary: Anglo-Saxon Affi xes, SE, p. 745 Vocabulary: Synonyms, SE, p. 745 (1)(A); UR4, p. 13

Connecting to the Essential Question, SE, p. 732 ; Writing Lesson: Persuasive Text, SE, p. 745 (16)(B), (F); UR4, p. 14


Vocabulary, SE, p. 746: vales, immortal, symmetry, aspire, sinews, sulk; Academic Vocabulary: Latin Roots, SE, p. 754 (1)(A); UR4, p. 31

Connecting to the Essential Question, SE, p. 746 ; Writing Lesson: Expository Text, SE, p. 754; Using Introductory Phrases and Clauses, SE, p. 755; Writing and Speaking Conventions, SE, p. 755; UR4, pp. 32–33


Vocabulary Conventions and Style/Writing AssessmentVocabulary, SE, p. 588: breach, discretion, reprove, inconstancy; Vocabulary: Antonyms, SE, p. 597; UR3, p. 132

Connecting to the Essential Question, SE, p. 588; Writing: Literary Text, SE, p. 597 (14)(C); UR3, p. 133


Vocabulary, SE, p. 598: congestion, sustainable, economic, consumption

Timed Writing: Persuasive Text, SE, p. 603 (9)(D) Critical Reading, SE, p. 603

Vocabulary, SE, p. 604: conjecture, schism, expedient, sustenance, commodity, censure; Vocabulary: Academic Vocabulary: Latin Roots, SE, p. 627; Vocabulary: Analogies, SE, p. 627 (1)(A); UR3, p. 156

Connecting to the Essential Question, SE, p. 604, Writing Lesson: Expository Text, SE, p. 627; UR3, p. 157


Vocabulary, SE, p. 628: stoic, disabused, obliquely, plebeian, destitute, assignations; Word Analysis: Words from Social Studies, SE, p. 645 ; Vocabulary: Synonyms, SE, p. 645 (1)(A); UR3, p. 174

Connecting to the Essential Question, SE, p. 628 ; Writing Lesson: Literary Text, SE, p. 645 (13)(C), (14)(B); UR3, p. 175


Vocabulary, SE, p. 646: caprices, adulterations, risible, abasement, credulity, malignity; Word Analysis: Latin Root -dict-, SE, p. 663 ; Vocabulary: Cognates, SE, p. 663; UR3, p. 192

Connecting to the Essential Question, SE, p. 646 ; Writing Lesson: Persuasive Text, SE, p. 663 (16)(B); UR3, p. 193


Vocabulary, SE, p. 664: penury, circumscribed, ingenuous, nocturnal, temperate, venerable; Vocabulary: Analyze Textual Contexts, SE, p. 676 (1)(B); UR3, p. 210

Connecting to the Essential Question, SE, p. 664 ; Writing: Procedural Text, SE, p. 676; UR3, p. 211


Vocabulary, SE, p. 680: transient, assiduous, affl uence, contentious, trifl es, embellishments; Vocabulary: Synonyms, SE, p. 685; Vocabulary Builder, UR3, p. 230

Connecting to the Essential Question, SE, p. 680 ; Writing: Persuasive Text, SE, p. 685 (16)(F); UR3, p. 231

Thinking About the Commentary, SE, p. 688 ; Critical Reading, SE, pp. 684, 693; Selection Tests A and B, UR3, pp. 236–241


TX 72


Unit 4: The Romantic Period (1798-1832) (continued)



PA

RT 1

(C

ontin

ued

) Introduction to Frankenstein (MC), Mary Shelley, SE, p. 760 Make Predictions, SE, p. 758; UR4, p. 51

Gothic Literature and the Romantic Movement, SE, pp. 758, 765 (5)(D), (6); UR4, p. 50

“Lines Composed a Few Miles Above Tintern Abbey” (MC), William Wordsworth, SE, p. 780 ; from “The Prelude” (MC), William Wordsworth, SE, p. 786 ; “The World Is Too Much With Us” (A), William Wordsworth, SE, p. 790 ; “London, 1802” (A), William Wordsworth, SE, p. 791

Strategies for Reading Poetry, SE, p. 775 ; Evaluating the Infl uence of the Historical Period, SE, p. 779 (2)(C), (3); UR4, p. 71

Romanticism and Lyric, SE, p. 779 (3); UR4, pp. 69–70

PA

RT 2

“I Have Visited Again” (A), Alexander Pushkin, translated by D.M. Thomas, p. 799 ; “Invitation to the Voyage” (MC), Charles Baudelaire, translated by Richard Wilbur, p. 802; From The Book of Songs, “Thick Grow the Rush Leaves” (A), translated by Arthur Waley p. 805 ; “Jade Flower Palace” (A), Tu Fu, translated by Kenneth Rexroth, p. 806 ; Tanka by Priest Jakuren, and Ki Tsurayuki, (A), translated by Geoffrey Bownas, p. 807; Tanka by Ono Komachi (A), translated by Geoffrey Bownas, p. 808

Comparing Lyric Poetry from Around the World, SE, p. 797 (1)(E); UR4, p. 85

Informational Text: Expository Texts (MC), John Eagles, SE, p. 811; John Ruskin, SE, p. 815

Explain How Authors Reach Different Conclusions, SE, p. 810 (9)(B)

“The Rime of the Ancient Mariner” (A), Samuel Taylor Coleridge, SE, p. 820 ; “Kubla Khan” (A), Samuel Taylor Coleridge, SE, p. 846

Comparing and Contrasting Sound Devices, SE, p. 818; UR4, p. 101

Narrative Poetry and Poetic Sound Devices, SE, p. 818 (3); UR4, p. 100

“She Walks in Beauty” (MA), George Gordon, Lord Byron, SE, p. 854 ; from “Childe Harold’s Pilgrimage: Apostrophe to the Ocean” (A), George Gordon, Lord Byron, SE, p. 856 ; from Don Juan (A), George Gordon, Lord Byron, SE, p. 860

Ask Questions, SE, p. 852 RC-12(A); UR4, p. 119

Figurative Language, SE, p. 852 (3); UR4, p. 118

“Ozymandias” (A), Percy Bysshe Shelley, SE, p. 868 ; “Ode to the West Wind” (MC), Percy Bysshe Shelley, SE, p. 870 ; “To a Skylark” (MA), Percy Bysshe Shelley, SE, p. 873


Imagery and Romantic Philosophy, SE, p. 866 (7); UR4, p. 136

“On First Looking into Chapman’s Homer (MC), John Keats, SE, p. 882; “When I Have Fears That I May Cease to Be” (A), John Keats, SE, p. 885; “Ode to a Nightingale” (MC), John Keats, SE, p. 886; “Ode on a Grecian Urn” (MC), John Keats, SE, p. 890

Determine the Main Idea, SE, p. 880; Paraphrase, SE, p. 893 RC-12(A); UR4, p. 155

Ode, SE, p. 880; UR4, p. 154

PA

RT 3

from “In Defense of the Lower Classes” (A), George Gordon, Lord Byron, SE, p. 897

Analyze the Effects of Sarcasm and Overstatement, SE, p. 896 (6); UR4, p. 173

Political Speech, Sarcasm, Overstatement, SE, p. 896; UR4, p. 172

“Speech in Favor of Reform,” Lord John Russell, SE, p. 903 ; “Speech Against Reform,” Sir Robert Peel, SE, p. 906

Evaluate the Merits of Persuasive Texts, SE, p. 900 (10)(A)

“On Making an Agreeable Marriage” (A), Jane Austen, SE, p. 912 ; from A Vindication of the Rights of Woman, (A) Mary Wollstonecraft, SE, p. 916

Analyze the Author’s Purpose, SE, p. 910; UR4, p. 192

Social Commentary and Persuasive Techniques, SE, p. 910 (10)(B); UR4, p. 191


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Vocabulary, SE, p. 758: appendage, ungenial, acceded, platitude, phantasm, incitement; Word Analysis: Relate New Words to Familiar Vocabulary, SE, p. 766 ; Vocabulary: Synonyms, SE, p. 766; UR4, p. 52

Connecting to the Essential Question, SE, p. 758 ; Writing Lesson: Literary Text, SE, p. 766 ; Subject–Verb Agreement Problems, SE, p. 767; Writing and Speaking Conventions, SE, p. 767 (14)(A); UR4, pp. 53–54

Thinking About the Commentary, SE, p. 757; Critical Reading, SE, pp. 764, 772 (24)(A); Selection Tests A and B, UR4, pp. 59–64

Vocabulary, SE, p. 779: recompense, roused, presumption, anatomize, sordid, stagnant; Academic Vocabulary: Greek Roots, SE, p. 793; Vocabulary: Synonyms, SE, p. 793; Using Resources to Build Vocabulary, SE, p. 793 (1)(A), (E); UR4, p. 72

Connecting to the Essential Question, SE, p. 779 ; Writing Lesson: Expository Text, SE, p. 794; Pronoun–Antecedent Agreement Problems, SE, p. 795; Writing and Speaking Conventions, SE, p. 795 (13)(A), (B); (15)(A)(i), (iii); UR4, pp. 73–74


Vocabulary, SE, pp. 800, 803, 806: ancestral, morose, proffering, scurry, pathos, imperceptibly; UR4, p. 86

Analytical Essay, SE, p. 809 (15)(A)(iii), (v); (18); UR4, p. 89


Content-Area Vocabulary, SE: composition, kaleidoscope, perspective, tints

Timed Writing: Expository Text (9)(D)

Vocabulary, SE, p. 818: averred, sojourn, expiated, reverence, sinuous, tumult; Word Analysis: Latin Root: -journ-, SE, p. 851; Vocabulary: Antonyms, SE, p. 851; UR4, p. 102

Connecting to the Essential Question, SE, p. 818 ; Writing Lesson: Expository Text, SE, p. 851 (15)(C)(i), (iv); UR4, p. 103


Vocabulary, SE, p. 852: arbiter, torrid, retort, credulous, copious, avarice; Word Analysis: Latin Suffi x -ous, SE, p. 865, Vocabulary: Context, SE, p. 865 (1)(B); UR4, p. 120

Connecting to the Essential Question, SE, p. 852 ; Writing Lesson: Literary Text, SE, p. 865 ; UR4, p. 121


Vocabulary, SE, p. 866: verge, sepulcher, impulse, blithe, profuse, satiety; Academic Vocabulary: Latin Roots, SE, p. 879, Vocabulary: Analogies, SE, p. 879 (1)(A), (C), (E); UR4, p. 138

Connecting to the Essential Question, SE, p. 866 ; Writing Lesson: Research, SE, p. 879 (20)(B); UR4, p. ; UR4, p. 139


Vocabulary, SE, p. 880: ken, surmise, gleaned, teeming, vintage, requiem; Word Analysis: Multiple Meanings, SE, p.894 ; Vocabulary: Sentence Completion, SE, p. 894; UR4, p. 156

Connecting to the Essential Question, SE, p. 880 ; Writing Lesson: Expository Text, p. 894 (15)(A)(iii); UR4, p. 157

Critical Reading, SE, pp. 885, 889, 892; Selection Tests A and pp. 162–167

Vocabulary, SE, p. 896: impediments, decimation, effi cacious, emancipate; Vocabulary: Use New Words Correctly, SE, p. 899; UR4, p. 174

Writing: Procedural Text, SE, p. 899 (15)(B)(i); UR4, p. 175


Vocabulary, SE, pp. 904-906: measure, grievances, electors, constituency, extravagant; Vocabulary: Etymology, SE, p.908 (1)(A); UR4, p. 184

Research, SE, p. 909 (24)(A), (B) Comparing Primary Sources, SE, p. 908; Selection Tests A and B, UR4, pp. 185–186

Vocabulary, SE, p. 910: amiable, vindication, fastidious, specious, fortitude, gravity; Vocabulary: Synonyms and Antonyms, SE, p. 919; UR4, p. 193

Connecting to the Essential Question, SE, p. 910 ; Writing: Literary Text, SE, p. 919 (14)(A); UR4, p. 194



TX 74


Unit 5: Progress and Decline The Victorian Period (1833-1901)



PA

RT 1

from In Memoriam, A.H.H. (A), Alfred, Lord Tennyson, SE, p. 960 ; “The Lady of Shalott” (A), Alfred, Lord Tennyson, SE, p. 963 ; “Tears, Idle Tears” (MA), Alfred, Lord Tennyson, SE, p. 969 ; “Ulysses” (A), Alfred, Lord Tennyson, SE, p. 970

Analyzing an Author’s Philosophical Assumptions and Beliefs, SE, p. 958; UR5, p. 12

The Speaker, SE, p. 958 (2)(A); UR5, p. 11

“My Last Duchess” (A), Robert Browning, SE, p. 979 ; “Life in a Love” (A), Robert Browning, SE, p. 981; “Porphyria’s Lover” (A), Robert Browning, SE, p. 982 ; “Sonnet 43” (MA) Elizabeth Barrett Browning, SE, p. 986

Compare and Contrast Speakers in Multiple Poems, SE, p. 976; UR5, p. 30

The Dramatic Monologue, Run-on Lines, End-Stopped Lines, SE, pp. 976 (3); UR5, p. 29

PA

RT 2

from Hard Times (A), Charles Dickens, SE, p. 998 Analyzing an Author’s Purpose, SE, p. 997; UR5, p. 49

Ethical and Social Infl uences, SE, pp. 997, 1006 (2)(C), (5)(D); UR5, p. 50

“An Upheaval” (A), Anton Chekhov, SE, p. 1013 Comparing Social Criticism in Fiction, SE, p. 1011 (1)(E)

Informational Text: Expository Texts, SE, p. 1022 Explain How Authors Writing on the Same Issue Reach Different Conclusions, SE, p. 1022 (9)(B)

from Jane Eyre (MA) Charlotte Brontë, SE, p. 1030 Analyze the Author’s Assumptions, SE, p. 1028; UR5, p. 73

Philosophical Assumptions, SE, pp. 1028, 1038 (5)(B), (D); UR5, p. 74

PA

RT 3

“Dover Beach” (A), Matthew Arnold, SE, p. 1042 ; “Recessional”(A), Rudyard Kipling, SE, p. 1045 ; “The Widow at Windsor” (MC), Rudyard Kipling, SE, p. 1048 ;

Connecting a Poem to Its Historical Period, SE, p. 1040 (2)(C); UR5, p. 93

Mood and Theme, SE, p. 1040; UR5, p. 92

“From Lucy: Englan’ Lady” (MC), James Berry, SE, p. 1055 ; “Freedom” (MC), James Berry, SE, p. 1057; “Time Removed” (A), James Berry, SE, p. 1058 ; from On Liberty (MC), John Stuart Mill, SE, p. 1065

Analyze Organizational and Rhetorical Patterns, SE, p. 1062 (8)

PA

RT 4

“Remembrance” (A), Emily Brontë, SE, p. 1075 ; “The Darkling Thrush” (MA), Thomas Hardy, SE, p. 1078 ; “Ah, Are You Digging on My Grave?” (MA), Thomas Hardy, SE, p. 1081;

Analyze the Pattern of Stanzas, SE, p. 1072; UR5, p. 115

Stanzas, Stanza Structure, and Irony, SE, p. 1072 (2)(A); UR5, p. 114

“God’s Grandeur” (A), Gerard Manley Hopkins, SE, p. 1088 ; “Spring and Fall: To a Young Child” (A), Gerard Manley Hopkins, SE, p. 1090 ; “To an Athlete Dying Young” (MA) A.E. Housman, SE, p. 1092 ; “When I Was One-and-Twenty” (MA), A.E. Housman, SE, p. 1093

Analyzing the Author’s Beliefs, SE, p. 1086; UR5, p. 134

Rhythm, Metrical Verse, and Feet, SE, p. 1086 (3); UR5, p. 133


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Vocabulary, SE, p. 958: chrysalis, diffusive, prosper, waning, prudence, furrows; Word Analysis: Literal and Figurative Meanings, SE, p. 975 ; Vocabulary: Context, SE, p. 975 (1)(B); UR5, p. 13

Connecting to the Essential Question, SE, p. 958 ; Writing Lesson: Expository Text, SE, p. 975; UR5, p. 14


Vocabulary, SE, p. 976: countenance, offi cious, munifi cence, dowry, eludes, sullen; Word Analysis: Latin Suffi x -ence, SE, p. 988 ; Analogies, SE, p. 988; UR5, p. 31

Connecting to the Essential Question, SE, p. 976 ; Writing Lesson: Work-Related Document, SE, p. 988 (13)(C); UR5, p. 32


Vocabulary, SE, p. 997: monotonous, obstinate, defi cient, adversary, indignant, approbation, etymology, syntax; Academic Vocabulary: Greek Affi xes, SE, p. 1007; Vocabulary: Antonyms, SE, p. 1007; Using Resources to Build Vocabulary, SE, p. 1007 (1)(A), (B), (E); UR5, p. 51

Connecting to the Essential Question, SE, p. 997; Writing Lesson: Expository Text, SE, p. 1008; Avoiding Shifts in Verb Tense, SE, p. 1009 ; Writing and Speaking Conventions, SE, p. 1009; UR5, p. 52

Critical Reading, SE, p. 1004 ; Selection Tests A and B, UR5, pp. 57–62

Vocabulary, SE, pp. 1014–1017, 1019: turmoil, rummaging, kindred, palpitation, ingratiating; Vocabulary Builder, UR5, p. 64

Timed Writng: Analytical Essay, SE, p. 1021 (15)(A)(iii), (iv); (18); UR5, p. 65


Content-Area Vocabulary, SE, p. 1022: prototypes, judiciously, accommodations, maladies, administration

Timed Writing: Expository Text, SE, p. 1027 (9)(D)

Vocabulary, SE, p. 1028: obscure, comprised, sundry, tumult, truculent; Vocabulary: Synonyms, SE, p. 1038; UR5, p. 74

Connecting to the Essential Question, SE, p. 1028; Writing Lesson: Work-Related Document, p. 1038; UR5, p. 75


Vocabulary, SE, p. 1040: tranquil, cadence, turbid, dominion, contrite, awe; Word Analysis: Word–Phrase Relationships, SE, p. 1051; Vocabulary: Antonyms, SE, p. 1051; UR5, p. 94

Connecting to the Essential Question, SE, p. 1040 ; Writing Lesson: Expository Text, SE, p. 1051 (15)(C)(i), (ii); UR5, p. 95


Vocabulary, SE, p. 1063: uniformity, individuality, capacities, despotism, injunctions, degenerate, traditional, civilization; Vocabulary: Etymology Study, SE, p. 1069 (1)(E)

Research, SE, p. 1070 (12)(A), (20)(B) Thinking About the Commentary, SE, p. 1054 ; Critical Reading, SE, pp. 1059, 1068

Vocabulary, SE, p. 1072: obscure, languish, rapturous, gaunt, terrestrial, prodding; Latin Root -terr(a)-, SE, p. 1084 ; Vocabulary: Analogies, SE, p. 1084 (1)(C); UR5, p. 116

Connecting to the Essential Question, SE, p. 1072 ; Writing Lesson: Expository Text, SE, p. 1084 ; Using Active, Not Passive, Voice, SE, p. 1085 ; Writing and Speaking Conventions, SE, p. 1085; UR5, p. 117


Vocabulary, SE, p. 1086: grandeur, smudge, brink, blight, lintel, rue; Word Analysis: Coined Words, SE, p. 1095 ; Vocabulary: Analogies, SE, p. 1095; UR5, p. 135

Writing Lesson: Work-Related Document, SE, p. 1095 (15)(B)(ii); UR5, p. 136



TX 76


Unit 6: A Time of Rapid ChangeThe Modern and Postmodern Periods (1901-Present)



PA

RT 1

Poetry of William Butler Yeats, SE: “When You Are Old” (MA), p. 1140; “The Lake Isle of Innisfree (MA), p. 1141; “The Wild Swans at Coole” (MA), p. 1142; “The Second Coming” (A), p. 1145; “Sailing to Byzantium” (MC), p. 1147

Analyze Yeats’s Philosophical Assumptions, SE, p. 1138; UR6, p. 12

Philosophical System and Symbol, SE, p. 1138 (3); UR6, p. 11

“Preludes” (A), T.S. Eliot, SE, p. 1156 ; “Journey of the Magi” (MA), T.S. Eliot, SE, p. 1158 ; “The Hollow Men” (MC), T.S. Eliot, SE, p. 1163

Relate Eliot’s Themes to the Historical Period, SE, p. 1154 (2)(C); UR6, p. 31

Modernism, Modernism in Poetry, SE, p. 1154; UR6, p. 30

“In Memory of W. B. Yeats” (A), W.H. Auden, SE, p.1172 ; “Musée des Beaux Arts” (A), W.H. Auden, SE, p. 1177; “Carrick Revisited” (MC), Louis MacNiece, SE, p. 1180 ; “Not Palaces” (MC), Stephen Spender, SE, p. 1183


Allegory and Pastoral, SE, p. 1170 (3); UR6, p. 49

PA

RT 2

“The Lady in the Looking Glass: A Refl ection,” Virginia Woolf, SE, p. 1192 ; from Mrs. Dalloway, Virginia Woolf, SE, p. 1198 ; “Shakespeare’s Sister,” Virginia Woolf, SE, p. 1202

Asking Questions, SE, p. 1191; UR6, p. 69

Points of View, First Person, Third Person, Stream of Consciousness, SE, pp. 1191, 1204 (5)(C), (D); UR6, pp. 67–68

“From Pedro Páramo” (MC), Juan Rulfo, SE, p. 1211; “From the Nine Guardians” (MC), Rosario Castellanos, SE, p. 1213

Comparing Stream-of-Consciousness Narratives, SE, p. 1209 (1)(E); UR6, p. 83

“The Lagoon” (MC), Joseph Conrad, SE, p. 1220 ; “Araby” (A), James Joyce, SE, p. 1236

Identifying Cause-and-Effect Relationships, SE, p. 1218; UR6, p. 93

Complex Plot Structures, Story Within a Story, Epiphany, Universal Theme, SE, pp. 1218, 1242 (2)(A); (5)(A), (D); UR6, p. 92

“The Rocking-Horse Winner” (A), D.H. Lawrence, SE, p. 1246 ; “A Shocking Accident” (A), Graham Greene, SE, p. 1263

Make Predictions, SE, p. 1244 RC-12(B); UR6, p. 111

Theme and Symbol, Third-Person Point of View, SE, p. 1244, 1269 (5)(D); UR6, p. 110

PA

RT 3

“The Soldier” (MA), Rupert Brooke, SE, p. 1274 ; “Wirers” (MA), Siegfried Sassoon, SE, p. 1275 ; “Anthem For Doomed Youth” (A), Wilfred Owen, SE, p. 1276

Infer the Essential Message, SE, p. 1272 RC-12(B); UR6, p. 138

Tone and Theme, SE, p. 1272; UR6, p. 137

Defending Nonviolent Resistance (A), Mohandas K. Gandhi, SE, p. 1279 Analyze the Effect of Rhetorical Devices, SE, p. 1279; UR6, p. 156

Political Speech, SE, p. 1278 (6); UR6, p. 155

“Wartime Speech” (MC), Sir Winston Churchill, SE, p. 1289 ; “Evacuation Scheme” (A), SE, p. 1293 ; Photographs of the London Blitz, SE, p. 1294

Analyze Organizational Patterns, SE, p. 1286 (9)(C)

“The Demon Lover” (A), Elizabeth Bowen, SE, p. 1300 Relate a Literary Work to a Primary Source Document, SE, p. 1298; UR6, p. 178

Ghost Story, Plot Devices, SE, p. 1298 (5)(A); UR6, p. 177

World War II Poets (A), SE, p. 1312 Analyzing the Author’s Purpose, SE, p. 1310; UR6, p. 196

Universal Theme and Irony, SE, p. 1310 (2)(A); UR6, p. 195


TX 77


SKILLS N

AV

IGA

TOR

Vocabulary Conventions and Style/Writing AssessmentVocabulary, SE, p. 1138: clamorous, conquest, anarchy, conviction, paltry, artifi ce; Academic Vocabulary: Greek Roots, SE, p. 1150 ; Vocabulary: Synonyms, SE, p. 1150 (1)(A); UR6, p. 13

Writing Lesson: Expository Text, SE, p. 1150 ; Grammar in Your Writing, SE, p. 1151; Sentence Fragments and Run-ons, SE, p. 1151 (15)(A)(iii), (v); UR6, p. 14


Vocabulary, SE, p. 1154: galled, refractory, dispensation, supplication, tumid; Word Analysis: Latin Root: -fract-, SE, p. 1168 ; Vocabulary: Analogies, SE, p. 1168 (1)(C); UR6, p. 32

Writing Lesson: Expository Text, SE, p. 1168 ; Conventions and Style Lesson: Transitional Expressions, SE, p. 1169; Writing and Speaking Conventions, SE, p. 1169; UR6, p. 33


Vocabulary, SE, p. 1170: sequestered, topographical, affi nities, prenatal, intrigues; Academic Vocabulary: Greek Roots, SE, p. 1186 ; Vocabulary: Synonyms (1)(A), (E); UR6, p. 51

Connecting to the Essential Question, SE, p. 1170 ; Writing Lesson: Literary Text, SE, p. 1186; UR6, p. 52


Vocabulary, SE, p. 1191: suffused, transient, upbraidings, evanescence, reticent, vivacious, irrevocable, escapade; Word Analysis: Latin Root: -trans-, SE, p. 1205 ; Vocabulary: Sentence Completions, SE, p. 1205 ; Precise Words for Movement, SE, p. 1205 (1)(E) ; UR6, p. 70

Connecting to the Essential Question, SE, p. 1191; Writing Lesson: Essay Comparing Narrative Styles, SE, p. 1206; Conventions and Style Lesson: Parallel Structure, SE, p. 1207; Writing and Speaking Conventions, SE, p. 1207 (5)(C); UR6, p. 71


Vocabulary, SE, pp. 1211–1214: palpitations, tendrils, diligent, sated, furtively; UR6, p. 84

Timed Writing: Analytical Essay, SE, p. 1215 (15)(A)(iii), (v); (18); UR6, p. 85


Vocabulary, SE, pp. 1218: invincible, propitiate, confl agration, imperturbable, garrulous, derided; Academic Vocabulary: Latin Roots, SE, p. 1243 ; Vocabulary: Synonyms, SE, p. 1243 (1)(A), (E); UR6, p. 94

Connecting to the Essential Question, SE, p. 1218 ; Writing Lesson: Persuasive Text, SE, p. 1243; UR6, p. 95


Vocabulary, SE, p. 1244: discreet, obstinately, uncanny, apprehension, embarked, intrinsically; Academic Vocabulary: Anglo-Saxon Affi xes, SE, p. 1270 ; Vocabulary: Context Clues, SE, p. 1270 (1)(A), (E); UR6, p. 112

Connecting to the Essential Question, SE, p. 1244 ; Writing Lesson: Literary Text, SE, p. 1270 (14)(C); UR6, p. 113


Vocabulary, SE, p. 1272: stealthy, ghastly, desolate, mockeries, pallor; Vocabulary: Synonyms, SE, p. 1277; UR6, p. 139

Connecting to the Essential Question, SE, p. 1272 ; Writing Lesson: Expository Text, SE, p. 1277 (15)(A)(iii); UR6, p. 140


Vocabulary, SE, p. 1278: disaffection, diabolical, extenuating, excrescence; Vocabulary: True or False, SE, p. 1285; UR6, p. 157

Connecting to the Essential Question, SE, p. 1278 ; Writing: Persuasive Text, p. 1285 (16)(A), (F); UR6, p. 158


Vocabulary, SE, p. 1287: intimidated, endurance, formidable, invincible, retaliate, humanitarian, allocation; Vocabulary: Antonyms, SE, p. 1296; UR6, p. 170

Research, SE, p. 1297 (12)(C), (D) Critical Reading, SE, p. 1293 ; Comparing Primary Sources, SE, p. 1296 (9)(D); Selection Tests A and B, UR6, pp. 171–172

Vocabulary, SE, p. 1298: spectral, dislocation, arboreal, circumscribed, aperture; Word Analysis: Cognates, SE, p. 1309 ; Vocabulary: Context Clues, SE, p. 1309 (1)(B); UR6, p. 179

Writing Lesson: Literary Text, SE, p. 1307; UR6, p. 180


Vocabulary, SE, p. 1310 : combatants, sprawling, eloquent; Vocabulary: Analogies, SE, p. 1315 (1)(C); UR6, p. 197

Connecting to the Essential Question, SE, p. 1308 ; Writing: Work-Related Document, SE, p. 1315; UR6, p. 198



TX 78


Unit 6: The Modern and Postmodern Periods (1901-Present) (continued)


Selection Reading Skill Literary AnalysisPA

RT 3

(con

tinue

d)

“Shooting an Elephant” (A), George Orwell, SE, p. 1318 ; “No Witchcraft for Sale” (MA), Doris Lessing, SE, p. 1328

Analyze and Evaluate the Similar Themes, SE, p. 1316; UR6, p. 214

Cultural Confl ict and Irony, Verbal Irony, Situational Irony, SE, p. 1316 (6); UR6, p. 213

“The Train from Rhodesia” (MA), Nadine Gordimer, SE, p. 1342 ; “B. Wordsworth” (A), V.S. Naipaul, SE, p. 1349

Apply Your Background Knowledge of a Historical Period, SE, p. 1340; UR6, p. 233

Historical Period, SE, p. 1340 (2)(C); UR6, p. 232

from “Midsummer, XXIII” (MC), Derek Walcott, SE, p. 1360 ; from “Omeros” from Chapter XXVIII (MC), Derek Walcott, SE, p. 1363

Repair Comprehension by Understanding Allusions, SE, p. 1358; UR6, p. 251

Political Critique and Allusions, SE, p. 1358 (7); UR6, p. 250

“Follower” (MA), Seamus Heaney, SE, p. 1368 ; “Two Lorries” (MC), Seamus Heaney, SE, p. 1370 ; “Outside History” (A), Eavan Boland, SE, p. 1374

Summarize, SE, p. 1366; UR6, p. 269

Diction and Style, SE, p. 1366 (3); UR6, p. 268

PA

RT 4

“Come and Go” (A), Samuel Beckett, SE, p. 1380 ; “That’s All” (A), Harold Pinter, SE, p. 1384

Compare and Contrast Literary Elements, SE, p. 1378 (4); UR6, p. 287

Theater of the Absurd, SE, p. 1378; UR6, p. 286

“Do Not Go Gentle Into That Good Night” (A), Dylan Thomas, SE, p. 1390 ; “Fern Hill” (A), Dylan Thomas, SE, p. 1392 ; “The Horses” (A), Ted Hughes, SE, p. 1396

Evaluate the Poet’s Expression of the Theme, SE, p. 1388; UR6, p. 311

Style, Villanelle, Free Verse, SE, p. 1388 (3); UR6, p. 310

“An Arundel Tomb” (MC), Philip Larkin, SE, p. 1402 ; “The Explosion” (A), Philip Larkin, SE, p. 1404 ; “On the Patio” (A), Peter Redgrove, SE, p. 1407; “Not Waving but Drowning” (MA), Stevie Smith, SE, p. 1408

Read It in Sentences, SE, p. 1400; UR6, p. 329

Meter, Free Verse, and Dramatic Structure, SE, p. 1400 (3); UR6, p. 328

“Prayer” (A), Carol Ann Duffy, SE, p. 1412 ; “In the Kitchen” (A), Penelope Shuttle, SE, p. 1414

Recite the Poem Aloud, SE, p. 1410; UR6, p. 347

Form, Fixed Form and Free Form, SE, p. 1410 (3); UR6, p. 346

“A Devoted Son” (A), Anita Desai, SE, p. 1420 Identify the Causes of the Characters’ Actions, SE, p. 1418; UR6, p. 367

Generational Confl icts and Static and Dynamic Characters, SE, pp. 1418, 1430 (5)(B), (D); UR6, p. 366

“Next Term, We’ll Mash You” (MA), Penelope Lively, SE, p. 1436 Relate a Literary Work to Its Time, SE, p. 1434 (2)(C); UR6, p. 385

Characterization and Theme, SE, pp. 1434, 1443 (5)(D); UR6, p. 384

from “We’ll Never Conquer Space” (A), Arthur C. Clarke, SE, p. 1446 Applying an Expository Critique, SE, p. 1444; UR6, p. 403

Argumentative Essay and Analogy, SE, p. 1444 (10)(B); UR6, p. 402

Informational Text: Procedural Texts (A), SE, p. 1454–1459 Evaluate the Structures of the Text, SE, p. 1454 (11)(B)

from Songbook: “I’m Like a Bird” (A), Nick Hornby, SE, p. 1464 Outlining Arguments and Strategies, SE, p. 1462; UR6, p. 421

Personal Essay, SE, p. 1462 (6); UR6, p. 420


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