Course: British Literature
Preface:
Below is the curriculum map for British Literature. In addition to the content, skills, and alignment to the Connecticut state
standards, this map embeds assessments in classroom instruction. Assessment is critical to show not only what teachers
are teaching but, more importantly, to indicate what students are learning.
In order for teachers to determine if students have learned the content, skills, and standards listed in the curriculum maps,
the Diocese has developed several assessments. Your child’s learning is assessed by using a variety of methods such as
written responses, oral communication, and performance assessments.
Teachers use both formative assessments (to inform instruction and on-going student progress) and summative
assessments (to indicate overall student achievement). Some formative assessments include: teacher observations,
quizzes, tests, homework, class participation, portfolios of student work, student self-assessment, rubrics, projects, journal
writing, oral exams, media presentations, and teacher/student conferences. The Diocese also administers the ACT
(American College Testing) in reading and writing in grade 11.
Unit 1
Content Skills Standards
Literature · Describe the themes of 1.1.a ~ activate prior knowledge, establish purposes for reading and
· Summer Anglo-Saxon literature as it adjust the purposes while reading.
reflects traditional and
Reading contemporary themes, 2.4.d ~ analyze and evaluate themes and connections that cross
· Anglo-Saxon motifs, universal characters cultures.
Literature and genre.
· Utilize pre-reading 1.2.g ~ choose a variety of genres to read for personal enjoyment.
BIG IDEA: Anglo- strategies such as
connections, questions,
Saxon literature predictions, and inferences 2.3.b ~ compare/ contrast and evaluate ideas, themes and/or issues
provides a to enhance comprehension. across classical and contemporary texts.
springboard to · Interpret and analyze
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my language and text. 2.3.c ~ create responses to texts and examine each work’s
the concept of · Demonstrate knowledge contributions to an understanding of human experience across
of novel through class cultures.
the universal discussions.
hero. · Analyze various critical 1.1.b ~ determine and apply the most effective means of monitoring
theories/themes studied comprehension and apply the appropriate strategies.
· Medieval · Compare multicultural
Literature and historical perspectives. 2.2.b ~ develop a critical stance and cite evidence to support the
· Assess timeliness of stance.
literary ideas and themes.
BIG IDEA: My · Compare and contrast
understanding of the development of British 2.2.a ~ develop and defend multiple responses to literature using
Literature in its historical individual connections and relevant text references.
British historical
time periods and context.
· Analyze texts for content 1.2.e ~ discuss and respond to texts by making text-to-self, text-to-text
its people is and literary techniques. and text-to-world connections.
enhanced by Describe how language choices
reading of the and devices reflect an author’s 2.4.c ~ discuss how the experiences of a reader influence the
literature of those style, intent, viewpoint, and interpretation of a text.
eras. purpose.
2.4.b ~ discuss how the experiences of an author influence the text.
TERMS: epic,
2.3.a ~ discuss, analyze and evaluate how characters deal with the
themes, motifs, diversity of human experience and conflict.
genre, inference,
style, intent, 1.2.c ~ distinguish between fact and opinion.
viewpoint,
purpose 1.1.e ~ draw conclusions and use evidence to substantiate them by
using texts heard, read and viewed.
2.4.f ~ evaluate the effectiveness of the choices that authors,
illustrators and film makers make to express political and social issues.
Reading strategies for
constructing meaning 2.1.c ~ explain and explore their own and others’ aesthetic reactions to
texts.
Literary devices and
conventions 1.2.a ~ generate and respond to questions.
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Multiple responses to 2.1.b ~ identify and analyze the differences between the structures of
literature fiction and nonfiction.
1.2.f ~ identify and discuss the underlying theme or main idea in texts.
Author’s influences
2.1.a ~ identify the various conventions within a genre and apply this
Individual, social, cultural, understanding to the evaluation of the text.
and historical contexts
1.1.d ~ identify, use and analyze text structures.
1.2.b ~ interpret information that is implied in a text.
2.4.e ~ interpret, analyze and evaluate the influence of culture, history
and ethnicity on themes and issues in literature.
1.1.f ~ make and justify inferences from explicit and or implicit
information.
1.2.d ~ make, support and defend judgments about texts.
1.1.c ~ select and organize relevant information from text to
summarize.
2.1.d ~ analyze literary conventions and devices an author uses and
how they contribute meaning and appeal.
2.4.a ~ analyze and evaluate the basic beliefs, perspectives and
assumptions underlying an author’s work.
Unit 2
Content Skills Standards
· Apply the conventions of 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
Grammar standard English language in spelling skills.
written and verbal
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· Usage and communication
Mechanics · Identify the parts of speech 4.2.b ~ evaluate the impact of language as related to audience and
· PSAT/SAT/ACT and their usage purpose.
Preparation · Identify sentence patterns
· Develop phrases to add to 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
BIG IDEA: The appropriate basic sentence patterns identify the similarities and differences in the way language is used.
· Utilize correct punctuation in
use of parts of speech is writing
necessary for clear · Build vocabulary through 4.1.b ~ recognize and understand variations between language
communication. exposure to new words patterns.
· Demonstrate understanding
through inferential and words- 4.3.a ~ recognize the difference between Standard and nonstandard
BIG IDEA: Varied sentence English and use language appropriately.
in-context exercises
structure can make my · Use new words in sentences
writing more interesting to · Edit and revise for sentence 4.3.c ~ use resources for proofreading and editing.
read. errors
4.2.a ~ use sentence patterns typical of spoken and written language
TERMS: parts of speech, to produce text.
parts of sentences,
agreement, case, sentence
patterns, phrases, clauses,
punctuation
Competency in English
Standard English
language structures and
diction
Unit 3
Content Skills Standards
BIG IDEA: The study of · Understand how to use 1.3.c ~ analyze the meaning of words and phrases in context.
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words and their origins words in sentences
can help me to identify · Integrate new vocabulary 1.3.d ~ develop vocabulary through listening, speaking, reading and
into writing and speaking writing.
effectively word · Recognize word origins,
meanings in context prefixes, and suffixes 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
and expand my · Increase vocabulary, identify the similarities and differences in the way language is used.
vocabulary. improve grammar, enhance
writing, and improve critical
reading skills. 4.1.b ~ recognize and understand variations between language
TERMS: Prefix, suffix, · Improve pronunciation of list patterns.
root, etymology, words
synonym, antonym · To enhance writing skills 1.3.e ~ use content vocabulary appropriately and accurately (math,
necessary for the SAT writing music, science, social studies, etc.).
Vocabulary development component.
· Develop vocabulary through 1.3.a ~ use phonetic, structural, syntactical and contextual clues to
reading read and understand words.
Word recognition Use context clues to read and
understand vocabulary
Reading comprehension
Unit 4
Content Skills Standards
BIG IDEA: Language · Compose five-paragraph 3.2.b ~ apply the most effective processes to create and present a
should be appropriate essays on given and free written, oral or visual piece.
topics
to audience and · Create essays in expository 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
purpose styles spelling skills.
· Create thesis sentences
Writing · Use facts to back up topic 3.2.a ~ determine purpose, point of view and audience, and choose an
- Expository sentences appropriate written, oral or visual format.
· Practice composing
- The college essay complete sentences
· Organize paragraphs 4.2.b ~ evaluate the impact of language as related to audience and
· Critique peers’ writing purpose.
· Illustrate editing and revision
skills when working with a 3.2.e ~ Evaluate the validity of primary and secondary sources of
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rough draft of the assignment information to authenticate research.
· Identify correct outline
format 3.1.b ~ listen to or read a variety of genres to use as models for writing
· Choose language in different modes.
appropriate to audience and
purpose 3.2.f ~ publish and/or present final products in a myriad of ways,
Create a draft and final copy of the including the use of the arts and technology.
college application essay
4.3.a ~ recognize the difference between Standard and nonstandard
English and use language appropriately.
3.2.d ~ research information from multiple sources for a specific
purpose.
3.2.c ~ revise texts for organization, elaboration, fluency and clarity.
3.1.a ~ use oral language with clarity, voice and fluency to
communicate a message.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
3.1.c ~ use the appropriate features of persuasive, narrative,
expository or poetic writing.
3.1.d ~ write to delight in the imagination.
Unit 5
Content Skills Standards
BIG IDEA: The implementation · Organize time
of effective learning · Practice effective note-taking
strategies can help me to skills
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become a more successful · Annotate texts
student. · Practice diverse learning
strategies
TERMS: main idea, outlining, · Use correct outline format
memorization, annotation, - Improve listening skills
visual, kinesthetic, graphic
organizers, differentiated
learning
Study Skills
Unit 1
Content Skills Standards
Literature · Describe the themes of 1.1.a ~ activate prior knowledge, establish purposes for reading and
- Renaissance Literature the period as they reflect adjust the purposes while reading.
traditional and contemporary
BIG IDEA: The poetic language themes, motifs, universal 2.4.d ~ analyze and evaluate themes and connections that cross
of Renaissance literature characters and genre. cultures.
reflected the rebirth of artistic · Utilize pre-reading
expression in England. strategies such as 1.2.g ~ choose a variety of genres to read for personal enjoyment.
connections, questions,
- Elizabethan Literature predictions, and inferences
to enhance comprehension. 2.3.b ~ compare/ contrast and evaluate ideas, themes and/or issues
across classical and contemporary texts.
BIG IDEA: The new poetic forms · Interpret and analyze
of the Elizabethan era reflected text.
a new interest in self- · Demonstrate knowledge 2.3.c ~ create responses to texts and examine each work’s
expression. of novel through class contributions to an understanding of human experience across
discussions. cultures.
- Shakespeare
1.1.b ~ determine and apply the most effective means of monitoring
BIG IDEA: Shakespeare is · Analyze various critical comprehension and apply the appropriate strategies.
considered by many to be the theories/themes studied
greatest author of all time · Compare multicultural 2.2.b ~ develop a critical stance and cite evidence to support the
because of his insight into the and historical perspectives. stance.
human condition. · Assess timeliness of
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literary ideas and themes. 2.2.a ~ develop and defend multiple responses to literature using
- Metaphysical poetry · Compare and contrast individual connections and relevant text references.
the development of British
BIG IDEA: Metaphysical Literature in its historical 1.2.e ~ discuss and respond to texts by making text-to-self, text-to-text
context. and text-to-world connections.
poets wrote works that · Analyze texts for content
help the reader gain a and literary techniques. 2.4.c ~ discuss how the experiences of a reader influence the
better understanding of · Describe how language interpretation of a text.
themselves through the choices and devices reflect
themes of metaphysical an author’s style, intent,
viewpoint, and purpose. 2.4.b ~ discuss how the experiences of an author influence the text.
poems. · Identify and explain the
characteristics of a 2.3.a ~ discuss, analyze and evaluate how characters deal with the
TERMS: sonnet, soliloquy, Shakespearean drama diversity of human experience and conflict.
monologue, aside, · Explain and discuss the
dramatic irony, pastoral notion of the tragic hero 1.2.c ~ distinguish between fact and opinion.
· Identify, compare and
and cavalier poetry, contrast the characteristics of 1.1.e ~ draw conclusions and use evidence to substantiate them by
metaphysical poetry Elizabethan and Italian using texts heard, read and viewed.
sonnets
Reading strategies for Read and appreciate examples of 2.4.f ~ evaluate the effectiveness of the choices that authors,
constructing meaning pastoral and cavalier poetry illustrators and film makers make to express political and social issues.
Identify and explain the devices in
Literary devices and 2.1.c ~ explain and explore their own and others’ aesthetic reactions to
metaphysical poetry
conventions texts.
1.2.a ~ generate and respond to questions.
Multiple responses to
literature 2.1.b ~ identify and analyze the differences between the structures of
fiction and nonfiction.
Author’s influences
1.2.f ~ identify and discuss the underlying theme or main idea in texts.
Individual, social, cultural,
and historical contexts 2.1.a ~ identify the various conventions within a genre and apply this
understanding to the evaluation of the text.
1.1.d ~ identify, use and analyze text structures.
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1.2.b ~ interpret information that is implied in a text.
2.4.e ~ interpret, analyze and evaluate the influence of culture, history
and ethnicity on themes and issues in literature.
1.1.f ~ make and justify inferences from explicit and or implicit
information.
1.2.d ~ make, support and defend judgments about texts.
1.1.c ~ select and organize relevant information from text to
summarize.
2.1.d ~ analyze literary conventions and devices an author uses and
how they contribute meaning and appeal.
2.4.a ~ analyze and evaluate the basic beliefs, perspectives and
assumptions underlying an author’s work.
Unit 2
Content Skills Standards
Grammar - Identify sentence patterns 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
· Usage and - Utilize correct punctuation in spelling skills.
writing
Mechanics - Build vocabulary through 4.2.b ~ evaluate the impact of language as related to audience and
· PSAT/SAT/ACT exposure to new words purpose.
Preparation - Demonstrate understanding
through inferential and words-in- 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
Competency in English context exercises identify the similarities and differences in the way language is used.
- Use words in sentences
- Correct sentence errors
Standard English 4.1.b ~ recognize and understand variations between language
language structures and patterns.
diction
4.3.a ~ recognize the difference between Standard and nonstandard
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English and use language appropriately.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
Unit 3
Content Skills Standards
· Understand how to use 1.3.c ~ analyze the meaning of words and phrases in context.
words in sentences
· Integrate new vocabulary 1.3.d ~ develop vocabulary through listening, speaking, reading and
into writing and speaking writing.
· Recognize word origins,
prefixes, and suffixes 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
· Increase vocabulary, identify the similarities and differences in the way language is used.
improve grammar, enhance
writing, and improve critical
reading skills. 4.1.b ~ recognize and understand variations between language
· Improve pronunciation of list patterns.
words
· To enhance writing skills 1.3.e ~ use content vocabulary appropriately and accurately (math,
necessary for the SAT writing music, science, social studies, etc.).
component.
· Develop vocabulary through 1.3.a ~ use phonetic, structural, syntactical and contextual clues to
reading read and understand words.
Use context clues to read and
understand vocabulary
Unit 4
Content Skills Standards
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BIG IDEA: Proper · Identify proper MLA style 3.2.b ~ apply the most effective processes to create and present a
documentation is important in and documentation. written, oral or visual piece.
research writing. · Develop research essay
writing through thorough 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
BIG IDEA: It is important to review of how to paraphrase, spelling skills.
locate, evaluate and integrate cite, and prepare format and
valid information in order to present findings. 3.2.a ~ determine purpose, point of view and audience, and choose an
create a thesis-driven paper. · Draw inferences, create an appropriate written, oral or visual format.
effective thesis statement,
TERMS: thesis statement, support with textual details,
works cited, plagiarism, MLA write from models. 4.2.b ~ evaluate the impact of language as related to audience and
format · Illustrate the steps required purpose.
to write and edit an effective
Writing research paper 3.2.e ~ Evaluate the validity of primary and secondary sources of
- Research · Organize relevant material to information to authenticate research.
summarize
· Research information from a 3.1.b ~ listen to or read a variety of genres to use as models for writing
variety of sources and evaluate in different modes.
the validity of said sources
Choose language appropriate to 3.2.f ~ publish and/or present final products in a myriad of ways,
audience and purpose including the use of the arts and technology.
4.3.a ~ recognize the difference between Standard and nonstandard
English and use language appropriately.
3.2.d ~ research information from multiple sources for a specific
purpose.
3.2.c ~ revise texts for organization, elaboration, fluency and clarity.
3.1.a ~ use oral language with clarity, voice and fluency to
communicate a message.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
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3.1.c ~ use the appropriate features of persuasive, narrative,
expository or poetic writing.
3.1.d ~ write to delight in the imagination.
Unit 5
Content Skills Standards
Study Skills · Organize time
· Practice effective note-taking
skills
· Annotate texts
· Practice diverse learning
strategies
· Use correct outline format
Improve listening skills
Unit 1
Content Skills Standards
Literature · Describe the themes of 1.1.a ~ activate prior knowledge, establish purposes for reading and
- Romanticism the period as they reflect adjust the purposes while reading.
traditional and contemporary
BIG IDEA: Romantic authors themes, motifs, universal 2.4.d ~ analyze and evaluate themes and connections that cross
rejected purely scientific characters and genre. cultures.
reasoning and favored the use · Utilize pre-reading
of imagination and emotion. strategies such as 1.2.g ~ choose a variety of genres to read for personal enjoyment.
connections, questions,
- Metaphysical poetry predictions, and inferences
to enhance comprehension. 2.3.b ~ compare/ contrast and evaluate ideas, themes and/or issues
- Satire across classical and contemporary texts.
· Interpret and analyze
BIG IDEA: Authors write text.
satirically as a form of social · Demonstrate knowledge 2.3.c ~ create responses to texts and examine each work’s
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criticism. of novel through class contributions to an understanding of human experience across
discussions. cultures.
TERMS: satire, verbal irony, · Analyze various critical
elegy, ode theories/themes studied 1.1.b ~ determine and apply the most effective means of monitoring
· Compare multicultural comprehension and apply the appropriate strategies.
Reading strategies for and historical perspectives.
· Assess timeliness of 2.2.b ~ develop a critical stance and cite evidence to support the
constructing meaning literary ideas and themes. stance.
· Compare and contrast
Literary devices and the development of British
Literature in its historical 2.2.a ~ develop and defend multiple responses to literature using
conventions individual connections and relevant text references.
context.
Multiple responses to 1.2.e ~ discuss and respond to texts by making text-to-self, text-to-text
literature · Analyze texts for content
and text-to-world connections.
and literary techniques.
Author’s influences · Describe how language 2.4.c ~ discuss how the experiences of a reader influence the
choices and devices reflect interpretation of a text.
Individual, social, cultural, an author’s style, intent,
viewpoint, and purpose. 2.4.b ~ discuss how the experiences of an author influence the text.
and historical contexts · Understand and
appreciate the use of political 2.3.a ~ discuss, analyze and evaluate how characters deal with the
satire through literature diversity of human experience and conflict.
· Identify and discuss
characteristics of the gothic 1.2.c ~ distinguish between fact and opinion.
tale
1.1.e ~ draw conclusions and use evidence to substantiate them by
Understand and identify the using texts heard, read and viewed.
characteristics of British
Romanticism in poetry
2.4.f ~ evaluate the effectiveness of the choices that authors,
illustrators and film makers make to express political and social issues.
· Respond to the literature
using a variety of modes
· Critically view and discuss 2.1.c ~ explain and explore their own and others’ aesthetic reactions to
the similarities and differences texts.
between a film version of a
play and the original text 1.2.a ~ generate and respond to questions.
2.1.b ~ identify and analyze the differences between the structures of
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fiction and nonfiction.
1.2.f ~ identify and discuss the underlying theme or main idea in texts.
2.1.a ~ identify the various conventions within a genre and apply this
understanding to the evaluation of the text.
1.1.d ~ identify, use and analyze text structures.
1.2.b ~ interpret information that is implied in a text.
2.4.e ~ interpret, analyze and evaluate the influence of culture, history
and ethnicity on themes and issues in literature.
1.1.f ~ make and justify inferences from explicit and or implicit
information.
1.2.d ~ make, support and defend judgments about texts.
1.1.c ~ select and organize relevant information from text to
summarize.
2.1.d ~ analyze literary conventions and devices an author uses and
how they contribute meaning and appeal.
2.4.a ~ analyze and evaluate the basic beliefs, perspectives and
assumptions underlying an author’s work.
Unit 2
Content Skills Standards
Grammar · Identify sentence patterns 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
· Usage and · Utilize correct punctuation spelling skills.
in writing
Mechanics · Build vocabulary through
British Literature Page 14
· PSAT/SAT/ACT exposure to new words 4.2.b ~ evaluate the impact of language as related to audience and
Preparation · Demonstrate understanding purpose.
through inferential and words-
in-context exercises 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
Competency in English · Use words in sentences identify the similarities and differences in the way language is used.
Correct sentence errors
Standard English 4.1.b ~ recognize and understand variations between language
language structures and patterns.
diction
4.3.a ~ recognize the difference between Standard and nonstandard
English and use language appropriately.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
Unit 3
Content Skills Standards
Vocabulary development · Understand how to use 1.3.c ~ analyze the meaning of words and phrases in context.
words in sentences
Word recognition · Integrate new vocabulary 1.3.d ~ develop vocabulary through listening, speaking, reading and
into writing and speaking writing.
Reading Comprehension · Recognize word origins,
prefixes, and suffixes 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
· Increase vocabulary, identify the similarities and differences in the way language is used.
improve grammar, enhance
writing, and improve critical
reading skills. 4.1.b ~ recognize and understand variations between language
· Improve pronunciation of patterns.
list words
· To enhance writing skills 1.3.e ~ use content vocabulary appropriately and accurately (math,
necessary for the SAT writing music, science, social studies, etc.).
component.
· Develop vocabulary 1.3.a ~ use phonetic, structural, syntactical and contextual clues to
British Literature Page 15
through reading read and understand words.
Use context clues to read and
understand vocabulary
Unit 4
Content Skills Standards
BIG IDEA: Establishing · Identify and illustrate 3.2.b ~ apply the most effective processes to create and present a
a position and persuasive language written, oral or visual piece.
· Illustrate appropriate delivery
supporting it with skills when addressing an 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
evidence is essential to audience spelling skills.
persuasive writing. · Identify proper outline format
· Choose language 3.2.a ~ determine purpose, point of view and audience, and choose an
TERMS: persuasion, appropriate to audience and appropriate written, oral or visual format.
purpose
rhetoric, argument, · Read different types of
concession, logical literature to use as models for 4.2.b ~ evaluate the impact of language as related to audience and
reasoning, eye contact, writing purpose.
voice projection, · Create and deliver an oral
presentation 3.2.e ~ Evaluate the validity of primary and secondary sources of
articulation, visual aids, information to authenticate research.
Develop eye contact, voice
memorable statements, projection, articulation,
introductions, organization, use of visual or 3.1.b ~ listen to or read a variety of genres to use as models for writing
conclusions auditory aids, introductions and in different modes.
conclusions.
Writing 3.2.f ~ publish and/or present final products in a myriad of ways,
- Persuasive including the use of the arts and technology.
- Oral Presentation
4.3.a ~ recognize the difference between Standard and nonstandard
English and use language appropriately.
3.2.d ~ research information from multiple sources for a specific
purpose.
3.2.c ~ revise texts for organization, elaboration, fluency and clarity.
British Literature Page 16
3.1.a ~ use oral language with clarity, voice and fluency to
communicate a message.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
3.1.c ~ use the appropriate features of persuasive, narrative,
expository or poetic writing.
3.1.d ~ write to delight in the imagination.
Unit 5
Content Skills Standards
Study Skills · Organize time
· Practice effective note-taking
skills
· Annotate texts
· Practice diverse learning
strategies
· Use correct outline format
Improve listening skills
Unit 1
Content Skills Standards
Literature · Describe literary themes 1.1.a ~ activate prior knowledge, establish purposes for reading and
· Romanticism of the period as they reflect adjust the purposes while reading.
traditional and contemporary
British Literature Page 17
themes, motifs, universal 2.4.d ~ analyze and evaluate themes and connections that cross
· The Victorian characters and genre. cultures.
· Utilize pre-reading
Period strategies such as 1.2.g ~ choose a variety of genres to read for personal enjoyment.
connections, questions,
BIG IDEA: predictions, and inferences 2.3.b ~ compare/ contrast and evaluate ideas, themes and/or issues
Political and to enhance comprehension. across classical and contemporary texts.
technological · Interpret and analyze
text.
changes of · Demonstrate knowledge 2.3.c ~ create responses to texts and examine each work’s
modern society of novel through class contributions to an understanding of human experience across
are reflected in discussions. cultures.
20th century · Analyze various critical
theories/themes studied 1.1.b ~ determine and apply the most effective means of monitoring
British literature. comprehension and apply the appropriate strategies.
· Compare multicultural
and historical perspectives.
BIG IDEA: The literature of 2.2.b ~ develop a critical stance and cite evidence to support the
the Victorian Era reflected stance.
the polarity that existed
between the social · Assess timeliness of 2.2.a ~ develop and defend multiple responses to literature using
classes. literary ideas and themes. individual connections and relevant text references.
· Compare and contrast
The Modern Period the development of American 1.2.e ~ discuss and respond to texts by making text-to-self, text-to-text
Literature in its historical and text-to-world connections.
context.
TERMS: gothic novel, · Analyze texts for content 2.4.c ~ discuss how the experiences of a reader influence the
stream of consciousness and literary techniques. interpretation of a text.
· Describe how language
Reading strategies for choices and devices reflect
2.4.b ~ discuss how the experiences of an author influence the text.
an author’s style, intent,
constructing meaning
viewpoint, and purpose.
· Recognize nontraditional 2.3.a ~ discuss, analyze and evaluate how characters deal with the
Literary devices and literary techniques diversity of human experience and conflict.
conventions · Compare and contrast
cultural definitions of women 1.2.c ~ distinguish between fact and opinion.
· Connect the elements of
Multiple responses to
American Romanticism and 1.1.e ~ draw conclusions and use evidence to substantiate them by
literature British Romanticism. using texts heard, read and viewed.
· Connect the notion of
Author’s influences the tragic hero to a new
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novel 2.4.f ~ evaluate the effectiveness of the choices that authors,
Individual, social, illustrators and film makers make to express political and social issues.
cultural, and historical
2.1.c ~ explain and explore their own and others’ aesthetic reactions to
contexts texts.
1.2.a ~ generate and respond to questions.
2.1.b ~ identify and analyze the differences between the structures of
fiction and nonfiction.
1.2.f ~ identify and discuss the underlying theme or main idea in texts.
2.1.a ~ identify the various conventions within a genre and apply this
understanding to the evaluation of the text.
1.1.d ~ identify, use and analyze text structures.
1.2.b ~ interpret information that is implied in a text.
2.4.e ~ interpret, analyze and evaluate the influence of culture, history
and ethnicity on themes and issues in literature.
1.1.f ~ make and justify inferences from explicit and or implicit
information.
1.2.d ~ make, support and defend judgments about texts.
1.1.c ~ select and organize relevant information from text to
summarize.
2.1.d ~ analyze literary conventions and devices an author uses and
how they contribute meaning and appeal.
2.4.a ~ analyze and evaluate the basic beliefs, perspectives and
assumptions underlying an author’s work.
British Literature Page 19
Unit 2
Content Skills Standards
Grammar · Identify sentence patterns 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
· Usage and · Utilize correct punctuation in spelling skills.
writing
Mechanics · Build vocabulary through 4.2.b ~ evaluate the impact of language as related to audience and
· PSAT/SAT/ACT exposure to new words purpose.
Preparation · Demonstrate understanding
through inferential and words- 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
Competency in English in-context exercises identify the similarities and differences in the way language is used.
· Use words in sentences
· Correct sentence errors
Standard English 4.1.b ~ recognize and understand variations between language
language structures and patterns.
diction
4.3.a ~ recognize the difference between Standard and nonstandard
English and use language appropriately.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
Unit 3
Content Skills Standards
Vocabulary development · Understand how to use 1.3.c ~ analyze the meaning of words and phrases in context.
words in sentences
· Integrate new vocabulary 1.3.d ~ develop vocabulary through listening, speaking, reading and
Word recognition into writing and speaking writing.
· Recognize word origins,
Reading comprehension prefixes, and suffixes 4.1.a ~ read, listen to and tell stories from a variety of cultures, and
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· Increase vocabulary, identify the similarities and differences in the way language is used.
improve grammar, enhance
writing, and improve critical 4.1.b ~ recognize and understand variations between language
reading skills. patterns.
· Improve pronunciation of list
words 1.3.e ~ use content vocabulary appropriately and accurately (math,
· To enhance writing skills music, science, social studies, etc.).
necessary for the SAT writing
component.
· Develop vocabulary through 1.3.a ~ use phonetic, structural, syntactical and contextual clues to
reading read and understand words.
Use context clues to read and
understand vocabulary
Unit 4
Content Skills Standards
BIG IDEA: Reading and editing · Compose five-paragraph 3.2.b ~ apply the most effective processes to create and present a
others' work can stregthen my essays on given and free written, oral or visual piece.
own skills as a writer. topics
· Create essays in narrative 4.3.b ~ demonstrate proficient use of proper mechanics, usage and
TERMS: rubric, differentiating and expository styles spelling skills.
writer's purpose · Create thesis sentences
· Use facts to back up topic 3.2.a ~ determine purpose, point of view and audience, and choose an
Writing sentences appropriate written, oral or visual format.
- Expository · Practice composing
- Narrative complete sentences
· Organize paragraphs 4.2.b ~ evaluate the impact of language as related to audience and
· Critique peers’ writing purpose.
· Illustrate editing and revision
skills when working with a 3.2.e ~ Evaluate the validity of primary and secondary sources of
rough draft of the assignment information to authenticate research.
· Identify correct outline
format 3.1.b ~ listen to or read a variety of genres to use as models for writing
· Choose language in different modes.
appropriate to audience and
purpose 3.2.f ~ publish and/or present final products in a myriad of ways,
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Interpret various viewpoints including the use of the arts and technology.
4.3.a ~ recognize the difference between Standard and nonstandard
English and use language appropriately.
3.2.d ~ research information from multiple sources for a specific
purpose.
3.2.c ~ revise texts for organization, elaboration, fluency and clarity.
3.1.a ~ use oral language with clarity, voice and fluency to
communicate a message.
4.3.c ~ use resources for proofreading and editing.
4.2.a ~ use sentence patterns typical of spoken and written language
to produce text.
3.1.c ~ use the appropriate features of persuasive, narrative,
expository or poetic writing.
3.1.d ~ write to delight in the imagination.
Unit 5
Content Skills Standards
Study Skills · Organize time
· Practice effective note-taking
skills
· Annotate texts
· Practice diverse learning
strategies
· Use correct outline format
Improve listening skills
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