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Wilton High School Academic Year Reading Assignments

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                        YearReading
                 Academic
Wilton High School
Look through the following pagesto find your class,and the correspondinglisting of
assignedbooks.

Searchusingthe Catalog Computer to:

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                    ENGLISH DEPARTMENT PHILOSOPHY

                                           and power to be derived from the use of
  We believethat there is beauty,excitement,
the English language. make this concepta reality, we have designeda program in
                    To
which studentsmove through sequentialrequiredcourseswith skill strandsin writing,
grammar,languagestudy, speech,listening,and literature;in literaturestudiesthey may
elect,guidedby their interests,abilities,and goals,the contentwhereinthey develop
literaryskills from courses graduated
                          on           levelsof sophistication.
                       MAJOR DEPARTMENTAL GOALS

l. To provide       with a structured
             students               sequence developing
                                           in         writing skills.

2. To introducestudents the study of language,
                       to                      emphasizingawareness the
                                                                    of
connotativevalue of words and the need to develop both speakingand reading
vocabularies.

3. To increase
             opportunities self-directed
                         for           study.

4. To help students become
                  to            in,
                          engaged to find meaningin, and to evaluatea work of
Iiterature.

5. To foster a continuing interest and participation in literature and the literary
expenence.

6. To providestudentsincreasing
                              opportunities developas critical readers,
                                          to                          writers,and
thinkers.

7. To complete K-I2 Scope Sequence
             the        and      ofGrammarConcepts Skills.
                                                 and

                                             -
8. To provideinstruction elements speech discussion,
                        in          of                     oral interpretation,
                                                                              and
          -
persuasion by which the students
                               will recognizeand useform and diction appropriate
                                                                               to
thesituations whichtheyfind themselves.
            in

9. To provide training in listening skills in order that studentsmay extrapolateand
       inlormationpresented
evaluate                     throughlectures,  groupdiscussions, the media.
                                                                and

10. To provide an opportunity for studentsto develop criteria for understanding
                                                                              and
evaluating media.
         the

ll. To providean opportunity students developan understanding the various
                           for      to                      of
components theassessment
           of             process.

12. To provide an opportrinity for all studentsto explore and develop creativity in
writing.
      'fo
13.         integrate useoftechnological
                    the               resources all courses.
                                              into
                             INTRODUCTION


  A complete                                                 program,
           description the Wilton High SchoolEnglishDepartment
                     of                                             this
book is designedto assistteachers,                     and interested
                                               students,
                                 administrators,                     membersof
the communityin the understandingofthe complexities a four-year
                                                   of           Englishprogram.
Although the description important all members the school community,its
                        is       to           of
primary purposeis to delineate the teachers program:the sequence skills
                             for          the                  of
through             passes the materials which these
      which a student    and           by           skillsareaccomplished.
To this end, this documentis arrangedso that a generaldescriptionof each courseis
followed by the requiredtexts,additionaltexts,lists of resources,       questions,
                                                                essential        and
assignments.
  The program describedherein providesto each of our studentsa core of literary,
writing, speaking,and listening experiencescoupled with formal grammar and
vocabulary         The       ofthe program
         development. strength                                  ofthe skills;
                                          lies in the specificity
the richness the programlies in the teaching
           of                                                       of
                                            inventiveness imagination each
                                                       and
teacher. Teachersare encouraged individualize instruction for their students,to
                                    to
combinevariousskills for their courses into units of study,and in generalto usethe skills
            in
and materials this book as the basisfor their daily instruction.Additionallyteachers
are encouraged share
             to     their handouts assignments placingthem in the English
                                 and        by
        folderlocated the O drive.
DeDartment          on
          PROGRAM DESCRIPTION: PURPOSE AND STRUCTURE

   Recognizing diversestudent
                 a                  population, EnglishDepartment designed
                                                the                     has          a
programthat respects  eachstudent's           abilities,and goals.Ai the sametime, the
                                     interests,
program acknowledges     the common need of all studentsto think critically and
communicateeffectively in their writing. In this program, students move through
sequentialrequired courses that advancethe skills of writing, grammar, language
appreciation,vocabulary development,speech, listening, and literary analysis. In
addition, they elect appropriateliteraturecoursesfrom offerings of varied content on
graduated  levelsof sophistication.

FOUR FULL YEARS IN ENGLISH ARE REQUIRED FOR GRADUATION
o      Oneyearin Grade9 andGrade10
.                    in
       Onesemester a writingcourse
.      Oneyear in literaturestudy.This requirementmay be met in GradesI I or 12.
o      Coursesin media study,theatre,or creativewriting do not meet the requirement
   for literaturestudy.
  Although studentsmay chooseany course listed in the Program of Studies in any
           the
semester, English Departmentrecommends         which courseswill be taught and the
          in
semester whichstudents takethem.
                          will

       The fundamental   purpose the following development skills sequences
                                 of                           of                  in
writing, grammar, listening, speaking,languagestudy, and literature; and those skills
which students only oughtto know but also havea right to know. The purpose this
               not                                                           of
document to provide structureand accountability not to limit performance,
          is                                    but                          and to
providea frameworkrvhichwelcomes    new ideasand constantcurriculumrevision.
   The basic questions be answered any curriculum definition are: what elements
                       to             in
mark the differencebetweenthe 9th gradestudents  and the l2th gradestudents?   What
should studentsknow? At what level should they know it? What are the essential
questions that each courseshouldexplore? And finally, how do we determine       that
students know what they shouldknow?


 To answerthese questions, skills sequences
                          the                  have been arrangedaccordingto
Bloom'staxonomy,essentially description the way learningtakesplace.Because
                           a            of
Bloomdealsrathermorewith concepts  thanthe skills at hand,we havechanged
                                                                       and/or
        someof his terms.
redefined               Thus,a dictionary terms:
                                         of

      l. Maintenance: refers the information
                    This       to                students     be
                                                        should ableto recallin
                  orderthat new materialmay be introduced the
                                                          or
                  information whichstudents       to
                                              need usereqularlv.such
                  as the periodat the end ofthe sentence.
                                                                     In
                This refersto the informationto be taughtand learned. many cases
2. Comprehension:
the process teaching learning included; for example, process writinga
          of        and          is         as,             the          of
papercombiningprimary and secondary           In
                                      sources. addition definitionsof literary terms
areprovided.

3. Application: This level requiresthat students   perform to demonstrate that they have
learned materialtaughtin the comprehension
       the                                               The activity may be identifuing,
                                                  section.
defining,writing a sentence,   doing an exercise, passinga quiz. This processis
                                                     or
fundamentally one-to-one,  item taughtto activity performed.

4. Analysis:This level of learningindicates point at which students begin to
                                            the
internalize the material presented and to become more independent in
addressing the task at hand. For example, they will perform a writing
exercise and demonstrate                                        and the process
                        understanding the natureof the assignment
                                     of
                          In          assignment, will address work as self-
implicitin the assignment. a literature           they         the
directedlearners,        and
                 choosing discussing   literarytechniques.

5. Synthesis:  This level requiresthat studentsintegratewhat they have learnedinto a
creationwhich is uniqueto them.The specificityofthe skill sequence,   however,requires
that this creativeprocess divided,aswas the analysis
                          be                            process. example,in writing,
                                                               For
speaking, listening,students
            and                   will become critics oftheir own work, proof-reading,
                                              the
re-writing, re-organizinga speech,    recognizingways to improve listening.In literature
and language    study,the processis indeedmore creative,as they will write papersbased
on their literary analysisor createlanguage projectswhich demonstrate competency.

6. Evaluation:                                                  of
               This level of learningis the most sophisticated all, requiringthat
studentsjudge the work and that they understand appreciate for its own sake.
                                              and           it
       We can reasonablyexpect that most studentscan learn most of the material
          in
addressed the Comprehension Application
                                 and            sections.However,the acquisition of
the more sophisticatedskills coveredin the Analysis,Synthesis,and Evaluationsections
depends on the students' developmentallevels - their emotional, attitudinal and
           maturity.
intellectual


++*a+++++++**+,F,i****{.**********+********8**+*+******+++*{<{<**:***:r*++*+*'t*
                            OVERVIEW OF COURSES

  The 9th grade English course initiates a sequence learning strandsof writing,
                                                          of
grammar,speechand listening skills,   and literary analysis.In the 10th gradeAmerican
Lit".utrre Experience, writing, grammar,speech,
                       the                            and listeningskills continue ln the
1lth grade,the programrequiresstudents take a coursein ExpositoryWriting which
                                           to
completes  the writing and grammarsequence forth in the K-12 Scopeand Sequence
                                               set
of Grammar Concepts and Skills. With        two and a half credits in English already
completed grades9, 10, and 11, students
            in                                  have one and a half creditsof English
re-iining to complete their graduationrequirements.         Here they may elect to take
literaturecourses from the level bestsuitedto their abilitiesand purposes'

  The literaturecoursesare listed in ascending order of difficulty; thus Modern Prose,
Exploring Literature,Themesin Literatur€,and Understanding      Fiction are skills level
coursesdesigned  for those studentswho have not yet mastered basic literary skills.
                                                               the
These coursesprovide training in the skills of literary analysisand critical writing so
students readcomfortablyand successfully.
        can

  Fiction and Film, Mythology, Searchfor Self, and Introductionto Great Authors are
courses                    who know the basictechniques literary analysisand are
        designedfor students                              of
readyto study more complexworks.

  The Honorscourses arranged two divisions:
                        are         into
Pathway cirurses: Selected World Literature, 20o Century American Authors, and
Shakespeare.   Students must eam an A or B in one of thesedemanding,    rigorouscourses
before advancinginto the remainingfour courses:English Novel, SelectedAmerican
Authors, Selected English Authors, and Modern European Authors. These courses
demandthat studentspossess      extremely strong critical reading,writing, and thinking
ability; therefore,a studentwho enrolls in any two of thesecoursesin the samecalendar
year may elect to havehisiher programearnAdvancedPlacement         credit. Thesecourses
are consistent with  the frameworkfor the CollegeBoard programand the AP Language
Exam. The coursenotationon the transcript    witl be AP EnglishLanguage.Students   who
electthis coursedesignation expected takethe AP Language
                             are          to                      exam in the spring.
The highest level class is the year long, AP Literature course, which is open by
examination   only; the summerreadinglist is demanding both time and energyand the
                                                         of
works of literaturein this coursedemandlong, arduous,     hours of reading,analysis,and
writing;this course not for the faintofheart
                     is

     Students who havedifficulty manipulating                will usuallymove on the
                                             literary concepts
skills level throughoutthe eleventhand twelfth  grade.Students who are ready to apply
 literaryconcepts and know the basictechniques literary analysis,
                                               of                 and who are readyto
applythese    techniques more complexworks,will eithermove alongthe higherlevel
                        to
non honors                                                        and
              courses will earnan A or B in one of thosecourses advance
                     or                                                        into the
honors   level.Advanced  students movedirectlyto an honors
                                 will                          pathway          in
                                                                       course their
junior year, then frequently completetheir program with either Advanced Placement
 Enslishor AdvancedPlacement    Literature.
  The English depaftment                        must turn in their essays
                            requiresthat students                         and any other
assignments   requested theirteachers turnitin.com. This website
                       by                to                           provides valuable
services our students.It allowsthem a chance sendin their papers this serviceto
          for                                     to                   to
make surethat there is no evidenceof plagiarism;if students    discoverplagiarism,they
takethe opportunityto revisetheir writing beforeturning in the assignment. Additionally,
this site keepsa portfolio for eachstudent, our students
                                            so            will haveaccess the writing
                                                                          to
they produceduring their four yearsat Wilton High School,and they can also track their
own writing progress.This serviceaids the teacheras well sinceonce a studentsubmits
his/herwork, it is dated,timed, and storedin the teachers'in-box; thus, no more lost
papers questions
        or          aboutwhen a paperwasturnedin by a student.


                              PROGRAM OF STUDIES

NINTH GRADE:

981 HT]MANITIES                                                                 l Credit

Focusing on the major social creationsof art, literature, govemment, and science,
Humanitiesconsidersfour periodsin Westernhistory from the Greeksto the presentin
order to determinethe forceswhich affect change.Taught by an English teacherand a
SocialStudiesteacher, coursemeetsfor two consecutive
                      the                                  periods.Studentsidentified
as gifted will have the first option to enroll in the course. If space permits, other
interestedstudentsmay enroll basedon their academic   record,teacherrecommendation,
andcounselor  conference. percentage
                          A            ofthe mostacademically   giftedHumanities and
FreshmanEnglish studentswill be recommended take one semesterof Expository
                                                  to
Writing and one semesterofan honorspathwayliteraturecoursein their sophomore    year.



IO7     FRESHMAN ENGLISH                                                         I Credit

More thanjust increasing    their technicalvocabulary, goal for the gth gradestudents
                                                        the                              is
to increase their pleasure readingby extending
                           in                       their powersto readfor a greater
varietyof purposes.   Besides  seeking  information living in imaginative
                                                   or                        experiences
beyond boundaries theirown experience,
         the            of                        through            the
                                                           literature students   deepen
theirawareness themselves otherhuman
                 of              and                      and
                                                  beings theirappreciation      ofhow a
writerrecreates andtruththrough sounds symbols
                 Iife                    the       and            ofwords.To this end,the
students  movein theirreading    offiction from plot lineto a greater perceptionofthe inner
                    to
life ofa character, a definition    ofthe conflictbetween   the forces, to a realization
                                                                       and               of
some   ofthe conscious           a
                       choices writermakes       aboutstructure,  dictionandpointofview
andarchetypal   patterns. drama,students
                          In                  become  attentiveto the way the conflict
buildsand is resolved. bothgenres,
                        In                studentsbeginto address   symbols partofthe
                                                                             as
arlist'sway of communicating message. poetry,
                                 his          In         theyexamine    the harmony form,
                                                                                    of
rhythm,and soundand areattentive the anqlggies othersuggestions
                                       to              and                    wherebya
poet illuminatesa truth. An introduction the techniques literary analysis
                                        to            of                 andto
interdisciplinary
                studyis applied the required
                                 to           readings.



RequiredTexts:
         from The Old and New Testament
Selections
       Creation
       Adam & Eve
       Cain& Able
       TowerofBabel
       Noah& the Flood
       Abraham
       Joseph
       Exodus
       Selections:  Mark,Luke
Antigone,Sophocles
Romeoand Juliel, Shakespeare
Lord of the Flies, Golding
Required
       interdisciplinary with Western
                      units         Civilization
                                               course

Supplemental     Readings:
ShortStories: "ScarletIbis" (archetypes)
 "Dogs of Fear" (goeswith Oedipus
                                     story)
Excerpts from The lliad, Homer
Inherit the ll/ind, Lawrence and Lee
A Separate  Peace,Knowles
Hard Timesor Oliver Twist, Dickens

Suggestions Independent
           for             Reading(1't semester)
TheRed Tent,Diamant
Snowin August, HamiII
TheDaVinci Code,Brown
TheSecretLife of Bees,Kidd
Lamb: The Gospel Accordingto Biff, Christ's ChildhoodPat,Moore


Esscntial
        Questions:

Guiding          for
       Ouestions Interdisciplinarv   Study:
r     Whatis the Natureof Man?
o     How doessociety   balance rightsofthe individual
                                the                  with the needfor order?
.     WhatareMan's basicneeds? theyvary across
                                    Do             cultures time periods?
                                                           and
e     Whatis the role of religion?
r    What is the role of government?How do forms ofgovernmentreflect different
  philosophies cultures?
              and            How doesgovernmentimpactindividuals?
o    How doesinnovation change
                           /      impact      and
                                        society the individual?

                  for
Guidins Ouestions LiteratureStudy:
o     How is the author'spurposerevealed  througha text?
o                            between work's form and meaning?
      What is the relationship       a
o     How do history,culture,mythology,phitosophy,   psychology, the author'slife
                                                                and
   andtimesinformour studyofliterature?
e                                             to
      How doesliteratureexplorewhat it means be humant
o     How doesTragedyreflectthe humanexperience?
o     How are archetypes         motifs, pattems,
                          (images,                                      in
                                                            established myths
                                                  characters)
   andthe Bible? How arearchetypes                             ofall literature?
                                    integralto our understanding
o     How do authorsusespecificliteraryelements createmeaning?(character
                                                 to
   development,                         conflict,theme,tone, mood,dramaticform,
                symbolism,irony, setting,
   poeticdevices,structure?)



GuidinqQuestionsfor Writing lnstruction:
o     What is the purposeofthe critical essay literature?
                                             on
o                             for
      How arethe conventions the critical essay   essential its purpose
                                                           to           andtone?
o     How doesthe structure organization
                            /              ofan essayclari$' an author'smeaning?
o     How are ideasdeveloped  throughquotations, examples details?
                                                            and
o     How doesthe writing process  (includingprewriting,drafting,revisionand
  editing)
         improve   writing?
o     How doesusage   and grammaraffectmeaning?

Grammar Instruction: Required Skills
Required Text:
                                         I'n
Warriner's English Grammarand Composition, Cotrse

ReviewPartsof Speech
Parts Sentence
    of         (subject,
                       verb,complement);
                                      Complete      (run-ons,
                                             sentence       fragments)
                   and
Agreement Subject Verb
         of
Agreement Pronounand Antecedent
         of
PronounCase
SequenceofTenses
NounNumberAgreement
PronounReference
          of
Comparison Modifiers
Usase Mechanics
     /
  ocusof 9q GradeWritins Instruction:
Theernphasis  ofthe 9'" grade writingprogram thecriticalessay literature.
                                             is               on           Students
will produceshortpapers  focusingon elements literaturesuchas character,
                                              of                         theme,
symbol,and setting.Instructionwill advance towarda multi-paragraph,thesis-driven
literaryessay.Teachers  will supplement requiredwriting with othertypesof writing
                                       the
                                                                      j ournals,
asthey seefit. Thesemay include(but arenot limited to): reader-response
narrative,description, poetry.
                     and




TENTH GRADE:

THE AMERICAN EXPERIENCE IN LITERATURE AND WRITING                          I CTedit

This documentshouldprovideteachers  with a generalframework from which to
constructtheir course.The followingcontains goalsand objectives
                                           the                  and a
generalcourseoutlinewith somespecificpagenumbersand materialsto be used. It
alsooutlinesrequired assignments.

                  InstructionalObjectives
Goalsand Standards/

The purpose ofthis courseis to enhance  studentperformance accordance
                                                           in            with the
goalsofthe district,building, and department. The stateandnationalframeworksalso
provide frames
        the       ofreference the establishment
                               for                  ofthosegoals.The Wilton
CommonCoreofLearning document         demonstrates our currentprogramaligns itself
                                                  how
with thoseframeworks;  this proposal aimsto improvestudent  performance, to realign
                                                                         not
curriculum. Students who successfully  complete course
                                                this      will go on to Expository
                                           course thejunior year. Exceptions this
Writingor Writing Skills I I anda literature      in                           to
sequence would require consensus
                        the           ofthe English Department, guidance department,
anda student's family.

Outlinedhereare somespecificperformance         in
                                      indicators line with the overall K-12
program.

   .          will
       Students buildon theirskillsof literary      and
                                             analysis applythoseskillsto
       morecomplex works.

   o           will
       Students become                   in          skillsandbe expected
                          moreindependent theirreading                  to
       developindividual            and          abouttheirreading.
                       interpretations conclusions

   .   Students develop
              will      judgments   the        ofa
                                about aesthetics work andwill make
                 beyond course
       connections    the     material.




                                                                                 t0
   .   Studentswill understand components
                              the          (plot, character,
                                                           setting,tone,diction,
               theme,
       structure,                          and          of
                       pointof view,imagery, symbols) a dramatic,     fictional,or
       autobiographicalwork.

   o   Studentswill understand                 of
                              how the components literaturearerelatedto the
               appreciation that work.
       aesthetic           of

   o                                                the and
       Students understand be ableto manipulate concepts themes
               will            and
       studiedand relatethem to the work asa whole.

RequiredTexts
TheProseReader
TheAdvenhresof HuckleberryFinn,Twain
TheCrucible,Miller
Black Boy, Wright
TheHouseon MangoStreet,Cisneros

GramrnarInstruction:RequiredSkills
RequiredText:
           EnglishGrammarand Composition,
LI/arriner's                            CompleteCourse

Grammar         be
          should incorporated essay
                                with       writing. This course focuses grammar
                                                                       its
instruction the tlrst four chapterof Warriner'sculminatingin an understanding
           on                                                                 of
       and
syntax the relationship    between clausesincluding subordination coordination,
                                                                  and
andstyle. Introducingtheseconcepts   earlyand frequentlywill allow students practice
                                                                           to
the grammarskills they are learningoverthe full year. Chaptersthat shouldbe covered
duringthe courseofthe yearinclude            1-4,
                                    Chapters I I and I 3.

Vocabulary
Vocabularyis an ongoingexercise language both enriches
                                in          that             vocabularyand
prepares students P/Satexams. The department is availablein the resource
                  for                            list
section.Teachers encouraged continue
                   are         to         teachingvocabularyin conjunctionwith
the literature,          as
              usingcontext an added tool to teach  meaning.The beginningofthe year
shouldbe a periodof intensevocabularystudyto assiststudents their preparation
                                                            in               for
upcoming   tests.

Writing Units (Textbook - The ProseReader)
Required essays:                 persuasion,
                          argument/
                definition,                    and
                                           cause effect,andcompare/
contrast

Beginteaching,"What is Rhetoric?"                   "Truth aboutLying" (p. 315)
                                  Thenusethe reading,
and"Why I Wanta Wife" (p 291)for discussion analysis.
                                            and        Also look to the last
      that beginson page609 for otherreadings.
chapter




                                                                                 l1
Definition:Usereadings  from Chapter (p. 383). Be sureto investigate pre-reading
                                    7                              the
                                       essays.Following are suggested
           instructornotesandthe student
instruction,                                                                for
                                                                       essays
discussion:Gibbs(p. 395),Brady(p. 424),Pipher(p.416),Viorst(p. 313)andBrady(p.
291).

Cause/Effect:Usereadingsfrom Chapter (p. a31. Be sureto investigate pre-
                                   8                              the
      instruction begins chapter.
reading         that      the                           (p.
                                                  notes 440).ReadKing (p.
                                    Seeinstructor's
452)andWalker(p. ,189).

Argument/ Persuasion: readings
                      Use                                               notes
                                   from Chapter (p. a90). Seeinstructor's
                                               9                             on
purpose audience
         and                             edition. sureto look at thereading
                   (p.490) in theteacher's      Be                         level
in this section. Cuomoessay 548)is a goodexample discuss.
               The            (p.                    to

Compare / Contrast: Usereadings from Chapter6 (p. 323) and supplementthesewith
thefollowing essays necessary:
                  as          Dillard(p. 375)andCatton(p. 339).Usestories from
                                                       include"TearsofAutumn",
previously       CAPT tests fiction. Goodselections
          released          for
"Drummer  Bov of Shiloh".and"Farewell Violet."
                                     to



Thematic Literature Units
Black Boy and The Crucible - Fall Semester
Huck andTheHouse on Msngo Streel- SpringSemester

Unit I
What doesit meanto be an American?

With this question,  Crevecoeurinitiateda debateaboutour search a commonidentity
                                                               for
that unitesus all inl Letterfrom an AmericanFarmer. With essential   questions  centered
on identityand shared  experience using literatureas a sourcefor interpretation,
                                  and
students will explorethis questionfor themselves. The primarytext f,orthis unit will be
Mark Twain's TheAdvenmres Huckleberry
                               of            Finn Explorationof this themewill
include challenges
        the            ofdefiningtheAmerican                 the
                                               literarycanon, examination      of
regional dialect a form of identity, theconcept assimilation.
                as                    and           of              Supplementary
works will comefrom diverseviewpointsthat contrast   and expandthe questionin a way
that challenges          to
                students reconsider   how we defineour countryand ourselves.

Followingis a sample                                       this
                             questions. a resultof studying unit,students
                   ofessential        As
should ableto demonstrate
      be                 a meaningful             of
                                     understanding these  questions:

   o How doesthe debateover a sharedcultureimpactour societytoday?
   o How doesregionalismimpact sense
                                our      ofidentity?
   . How do the symbols
                      associated Americaimpactits citizens'sense
                                 with                              of
     identitv?




                                                                                    l2
Unit 2
Disillusionand the AmericanDream

UsingRichardWrighl's Black Bo, asthe primarywork, this unit exploreshow literature
reflectsthe overt and sometimes                  that arepart ofour American
                                underlyingtensions
experience.  Althoughusuallyassociated theperiodbetween two World Wars,
                                       with                   the
the themeof Disillusion and the AmericanDreamcan be broughtto tnorerecenterasas
well. Supplementary   readingsmay include writingsofF. ScottFitzgerald,
                                          the                             Eudora
Welty,andGrace     Paley. Samples              questions
                                 ofthe essential        ofthis unit areasfollows:

                                                    in
   . Are prosperityand opportunityavailable everyone our society?
                                           to
   o Is violencenaturalor a productofour culture?
   . Are we, as a society,makingprogress?


Unit 3
The Nation of Hope: The Immigrant Experience

Centered the difficulties of assimilation identity,this unit explores challenges
         on                              and                            the
ofbeinga first generationcitizenin the UnitedStates.Students explore ideas
                                                             will          the      of
a hyphenated (African-American example)
                                for          experience the tensions
                                                        and              theseties of
loyaltybring. Fromthe immigrant   generation theirchildren,
                                            to               how do individuals  strike
thebalance between  theirancestry theirnew country?This unit will explore
                                 and                                           more
non-fiction,with memoirasthe dominant   genre.(Some   options          the
                                                              include first sections
of Angela'sAshesandTheNamesake,      which depictthe Irish and Indian immigrant
experiences.) Houseon MangoStreetwill be the corework andthe following are
              The
some essentialquestions thisunit:
                        for

   o   What arethe pressures a newcomer sacrificeone's identity?
                            for            to
   o   Whatarethe rewards theassimilation
                           in                process?
   .   How do the external                         the
                          conflicts fitting in shape internal
                                  of                         conflictsofone's
       identity?
   .   In timesofcrisis,whatpressures we put on our loyalties?
                                     do


Unit ,l
Protest and AmericanJustice
'fhe                                    Revolutionillustrate
                                                           America's  shoft,but rich
              in
    speeches support     ofthe American
historyin theconflictbetween assertion
                               the        ofthe common   goodandthe individual's
right. The right to protest theconflictthatensues botha private
                          and                      is              anda publicact.
Students this unit will encounter conflictthrough
         in                        this               ArthurMiller's play The
Crucibleasthey beginto explorethis theme. WhetherthroughThoreau,King Jr., or
populistprotesters Bob Dylan,students question conflictbetween right
                    like                  will         the                 our



                                                                                   13
                                                will     the
                     ofjustice. Finally,students explore nature
to privacyandour sense                                            ofsacrifice
                             A
astheymaketheirown choices. sampling                  questions this unit are:
                                         ofthe essential      for

   . How do we evaluate risksto lovedones   andourselves whentheycomein conflict
     with what we believeto be right?
   o How do we decidewhat is right when it conflictswith society'swishes?
   r How do we choose  what to fight for andwhat to protestagainst?



Personal  Speech
Students requiredto deliver a personal
         ari                         speechduring the 4thquarter. The goal of this
exercise for the student developa speech demonstrates ability to deliver his
        is             to               that             an
thoughts a clearlyorganized
         in                fashion.



1T3WRITING SKILLS 11                                                      l12 Credit

Parallel the ExpositoryWriting course(listedbelow), Writing Skills I I is directed
        to
toward the studentwho achieves  best at a moderatepace.The intent of the courseis to
advancethe student'sability to expresshim/herselfin written communicationthrough
sustained review and re-enforcement basicelements:
                                   of                reading techniques,  vocabulary
development, sentence,paragraph essay
                                and       building.


115/116ELEVENTH GRADE EXPOSITORY WRITING/GRAMMAR                           l/2 Credit

Expository Writing concentrates the processof developing both the formal and
                                    on
informal essay.Studentswill explorethe variety of ways that the sectionsof an essay
may be put together;to accomplish        this goal, they will analyzeessayswritten by
professional non-professional
             and                    writersnotingthrough               the
                                                          this analysis components    of
style.The objectiveis to write clear,strong,    non-fictionproseby refiningthe skills of
formulating, focusing,  developing, supporting
                                     and             ideas,and of drawingan appropriate
conclusion. To this end, the studentis pacedthrough the stagesof composition:
planning,outlining, writing the introductory      paragraph,  writing the developmental
paragraphs,  crafting the conclusion, proofreading,and revising by using the most
effective diction, patternof sentence   structure,and method of paragraphdevelopment.
Expository  Writing completes sequence grammarstudy as specifiedin the district
                               the            of
K-12 Scope   and Sequence GranmarConcepts Skills. In addition,
                           of                      and                    studentsmaster
a list of 160 vocabulary  words derivedfrom the PSAT and SAT tests. All students
          a
complete college    portfolio,visit thecollege/career centerandreccivepractice taking
                                                                               in
the SAT WritingTest.

RequiredText:
                       HoughtonandMiftlin, Fifth Courseor Sixth Course.
Grammarand Composition'.



                                                                                   14
Minimum Writing Assignments:
A narrativeessay
An informalessay that defines,informsor explains.
A college                                      of
         portfoliowhichincludes completion the following:
                                 the
                                                               letter of
  common application,personalstatements/essays, ended questions,
                                                  open
  request,academic resume, and a thankyou note.
Two literaryessays:poetryand shortstory
FiveSAT WritingTesttimedwritingprompts

Major   CourseGoals:
   l.                    non-fiction
        To write effective          prose usingprocess
                                          by           writing.
  2.    To refineeditingandrevising skills.
  3.    To develop criticalstance.
                    a
  4.    To developan uniquenarrativevoice.
  5.    To master 160vocabulary words.
  6.    To complete Scope Sequence Grammar
                     the     and            of                and
                                                     Concepts Skills.
  7.    To Prepare the SAT Writing Test.
                   for
  8.    To complete college
                      a     portfolio.
  9.    To                   with the importance
           familiarizestudents                                           center.
                                                                  resource
                                               ofthe college/career


      CREATIVE WRITING
155/156                           Grade 11-12                             ll2 Credit

This course provides opportunity beginning
                    an            for           writersto testtheirtalentsagainstthe
demands their art, by writing according variousforms and types of literature:short
         of                            to
stories,movie scriptsor plays,sonnets,villanelles,lyrics,odes,and a wide varietyof
others.A  workingknowledge ofcorrectgrammar expository
                                              and                        is
                                                             composition required.
                                on
Although the courseconcentrates writing and rewriting in a lab-centered   classroom,
some reading of the work of professional writers as models and of other studentsfor
editingis required.

Designedfor the studentwho can write a clear sentence a clear paragraph,
                                                        and                  Creative
Writing offers an opportunityto explorea wide variety of forms throughwhich creativity
may be expressed:                          blank and free verse,shortstory,and play.
                          lyric, villanelle,
                    sonnet,
Through experimentation    with these and other forms, the student discovers the
possibilities limitations, only ofthe formsbut alsoof his own creative
             and            not                                              abilities.
As creative writingdemands  knowledge thecriteria whichthe writing isjudged,the
                                       of            by
student                     of
        will read examples successful     writing by other students and by recognized
rvriters.
***CreativeWriting countsas an Englishcredit,but may not be taken for literature
credit.




                                                                                  15
 r9I SENIORGRAMMAR AND ESSAY                                                 l/2 Crcdit

             for
   Des:gned Seniorswho needfurtherpracticein writing and in grammar,          this course
 emphasizes development style as well as a review of the form of the essay. The
            the               of
 coursewill include drafting,revisingof the text, editing, and proofreading. Partsof the
 coursemay be taughtwith a writing workshopformat. (This coursehasnot beenoffered
        because lackofdemand)
 recently        of

 Required Text:
 Grammarand Composition:Houghtonand Mifflin, Sixth Course.




 LITERATURE COURSES:

 Literaturecoursesare designedto build upon the critical reading,writing and thinking
 skills acquired in Grades 9 and 10 and to preparestudentsfor college-level work.
 Emphasis placedon longer,more difficult readings,
           is                                       additionalliterary techniques,
                                                                                 and
 a continuing        of
              mastery literaryanalysis.



       MODERN PROSE Grade 1l-12
 131/132                                                                     l/2 Crerlia

     ModernProseconcentrates the techniques Iiteral readingof material-- the basic
                                on                 of
  information contained a pieceof writing. Students
                          in                             will work on understanding the
 differencesbetrveen  main ideasand suppoftingdetailsin a variety of materials-- novels,
 textbooks,essays,articles, editorials,poetry, and plays. The writing experiences  will
 focuson the answer the essay
                       to          questions, techniques notetakingand outlining,and
                                                        of
 the development short papers.Students
                   of                            can plan on minimum nightly reading
 assignments  ofaboutten pages.
 Engagingstudents readingand questioning the goal of this course. To that end ,
                     in                         is
 students experience
         will              guidedreading personal
                                         and          writingresponses.Modernprose
 prompts          to
         students askandtry to answer      some  impoftantuniversalquestionssuchas:
-Asidefrom school,  wheredo we receive restof our education?
                                         the
     -Whatdo we learnaboutourselves     throughfamily, peers, experiences,
                                                                         and
     observations?
 -Whatcanwe learnaboutourselves      throughlossor failure,throughsuccess, through
     temptation?
 -What do we learnaboutourselves    throughwhat we choose expose
                                                            to                to
                                                                     ourselves in the
     media(e.g.MTY, Desperate     Housewives,  etc)?
 -Whatlittlethingsmakeup our lives?
 -Whatculture we as individuals
               are                           for
                                     creatins ourselves?




                                                                                     l6
-Whatareour responsibilities ourselves, our community, to thervorldin
                          to          to              and
   general?
-Whodoes world needusto be?
         the
-How canwe as individualsmakea differenceand makethe world a betterolace?


Required  Readings:
-Tuesdays  with Morrle by Mitch Albom
-OJ Mice and Men by JohnSteinbeck
-EitherI Day No Pigs WouldDie by RobertPeckor Gentlehands M. E. Kerr
                                                             by
-Selected shortstories(i.e. "A Brief Momentin theLife of AngusBethune" Chris
                                                                     by
          "A         on
Crutcher, Sunrise the Veld" by DorisLessing)
-Poetry (includingsonglyrics)


        supplemental
Suggested         movies:

A SimplePlan, Schindler's List, Of Mice and Men

WritingAssignments:
-Personalresponse  journalsthat emphasize variousquestions they pertainto the
                                         the                   as
readings
-A narrativethat hasas its themeone ofthe coursequestions
-An autobiography emphasizes
                    that           question                   plot
                                           six: Havestudents oneday in their
Iives
andreflectaboutthe little thingsthat makeup the cultureof their lives. What cultureare
they creatingfor themselves?




      EXPLORINGLITERATURE
133/13,1                                     Gradel1-12                     l/2 Credit

 A course oriented an exploration literary
                    to               of         genres,Exploring  Literature
                                                                           examines
 plays,shortstories,  novels,essays,biographies, poetry, andnon-fiction with an emphasis
 on thedifferent stylisticeffects        by
                                 created differingforms.Followinga studyofthe
 genres,students select, with the guidance oftheir teacher,representativeworksfrom
these genres individual
             for             exploration.Whiledoingthisreading, students
                                                                   the         learnto
varytheirreading   technique suittheirpurpose well asto applycertain
                              to                  as                        literary
        to
criteria the selection work. Assignments
                         ofa                     include reading leastl5 pages
                                                                 at               per
night,vocabulary   study, quizzes, tests.
                                   and       Writingassignments  include essays based on
           plot,
characters, setting, theme;
                          and        literary analysesinvolvingcharacters themes;
                                                                          and
journalresponses             on
                   focusing a variety    ofliteraryandpersonal  dimensions;  and
assignments  usingsensory   descriptions, discussing poetry,and involvingself-reflection.




                                                                                     t7
RequiredTexts:
Flowers Algernon,Keyes
         for
Of Mice and Men, Steinbeck
TwelveAngry Men, Rose
After the First Death, Cormier


OptionalTexts:
High Noon, Southwick
Our Town,Wilder
All Quiet on the llestern Front, Remarque
Ender's Game,Card

Short Stories:
"The Lottery," Jackson
"A&P," Updike
"To Build a Fire,"London
"Interlopers,"
            Saki
"The Sniper,':
            O'Flaherty
"The Necklace,"De Maupassant

Essential
        Questions:
o     Whatis the meaning theterm"human
                          of                  condition,,?
r     To what degreeis sufferinga part ofthe humancondition?
o     How do peoplefind hopeand comforlwhen dealingwith lossand suffering?
o     How do we defineconformity?   Nonconformity?
o    How does society
                our        dealwith nonconformist behaviors?
o    How doesour society   dealwith thedisabled?  How doesour society
                                                                    dealwith
  extremelyintelligentpeople?
.    Why is it importantto haveimagination?
r    What is the meaning the word ,,fate,'?
                          of
o    Whatarethe situations illustrate conflictbetween individual
                             that         the                an       and
  his/hersociety?
o    Whatlessons   aboutlife does onelearnby living in a family?




                                                                               l8
136/136THEMES IN LITERATURB'               Grade ll-12                   ll2 Credit

This courseprovidesan experience reading,on the literal and inferential levels,and
                                   in
basic literary analysisfor studentswho are not yet ready to study the more complex
literary materialsof Level II courses.The selectionswill focus on the major themes
raisedin literature.Studentsshould expectto read at least fifteen pagesa night, write
journalentries Iiterary
               and        analysis, takeessay
                                  and           examinations.

RequiredTexts:
WhentheLegends    Dre - Hal Borland
Storyof a Shipwrecked  Sailor - GarciaMarquez
Eight Plus One - RobertCormier
Turtle Moon- Alice Hoffman
MasterHarold and the Boys - Athol Fugard
Impact: Fifty ShortSlories:Second  Edition

***Sincethis course not offered
                   is          duringthe 2005-06     year,it will undergo
                                                school                  major
curriculumrevisionduringthe nextyear.




      UNDERSTANDINGFICTION
1371138                                     Grade 1l-12                  l12 Credit

This course designed Juniors
            is        for                   who will continue benefitfrom close
                                  and Seniors                 to
reading,discussion, writing. Understanding
                  and                       Fictionemphasizes craftof fictionas
                                                               the
well asthe pleasures reading. students
                   of         As         examine novels,                     they
                                                        playsand shortstories,
move into the evaluative roles of independent readers. This courseconcentrates on
                themes
characterization,      and conflicts. Assignmentsincludereading  about 100 pagesa
week, vocabularystudy, quizzes,tests,and writing   (journals,personaland literary
essays).

RequiredTexts:
Brave New World, Huxley
The Things They Carried, O'Brien
All My Sons,Miller
TheGlassMenogerle,Williams
Macbeth,Shakcspeare


Characterization:
                                   Macbeth,Like the RedPanda by Andrea
Textsmay includeWilliam Shakespeare's
      and "Bad Characters" JeanStaflordin the shofi story anthology
Siegel,                   by                                       Readingand
      t
Underscndinp Short Stories.



                                                                                  t9
EssentialQuestions:
            r What makesa character  believable?
            o What makesa character  memorable?
            o How do characters' personal decisionsaffecttheir lives?What is the
       .        relationship      decisions consequences?
                            behveen         and
     '      . What playsa role in shapingcharacters'valuesand beliefs?
            r What doesconflict resolution lack of resolutionrevealabout
                                           or
                characters humannature?
                          /
            r How do the decisions actionsofcharacters
                                   and                     revealtheir
                personalities?
            o In the faceofadversity,what causes somepeopleto prevail while
                othersfail?

Themes:
Texts includeTim O'Brien's The ThingsTheyCanied, Alice Walker's TheColot
Purple, andSherman  Alexie's TheLoneRangerand TontoFistfght in Heaven.Possible
themes  may concern           in
                   Individual Society,War,GrowingUp / Comingof Age,Choices,
andThe Hero.

       Essential
               Questions:
            o How wouldwe define utopian
                                       a         society? Whatarethe ideals    (e.g',
                 freedom,                justice,community,
                           responsibility,                     etc.)thatshould  be
                 honoredin a utopiansocietY?
            . Why do peoplecontinueto pursue conceptofa utopiansociety?
                                                   the
            o What is the purpose    and/orconsequence creatingand/or
                                                          of
                 maintaining dystoPian
                             a            societY?
            o Whenshould individual
                               an                                       to
                                            takea stand opposition an individual
                                                         in
                 or largergroup?Whenis it appropriate challenge beliefsor
                                                        to            the
                 values society?
                        of
            o How do beliefs,ethics,or valuesinfluenced ifferentcharacters'
                 behavior?
            . Whatis community?       Whatarethe individual's    responsibility the
                                                                                to
                 community well asthecommunity's
                             as                          responsibility to the
                 individual?
            . FIowdo we definewho we are?How do we form and shape              our
                 identities?
            . Whatturningpoints      determine  characters'  individualpathways   to
                 adulthood?
            o Do the aftributes a heroremain same
                                  of               the        overtime?
            . Whendoesa positive      personality become tragicflaw?
                                                  trait          a

Conflicts:




                                                                                   20
Textsmay includePeteHamill's Sro ' in August,KhaledHosseinis TheKite Runner,Sir
                                                                       "A
ArthurConanDoyle's "The Adventure SilverBlaze,"andAmbrose
                                    of                         Bierce's
        in
Horseman the Sky."

      Essential
              Questions:
           r How doesconflict leadto change?
           c How doesan individual's     pointofview affecttheway he dealswith
                conflict?
           . How doeslivingthrough conflictdisrupt character's of life?
                                        a               a           way
           . How arecharacters     transformed                         and
                                              throughtheir relationships
                conflictswith others?
           . How doesconflictinfluence individual's
                                           an                      and
                                                          decisions actions?




159/160FICTION AND FILM           Grade 11-12                               l/2 Credit

Fiction and Film traces the processby which novels, plays, short stories, and other
literary forms are adapted the medium of film, essentiallycomparingand contrasting
                           to
the  treatmentof a given idea in both literary and cinematic form, Fiction and Film
focuses the techniques
         on               usedto makeliteratureinto film. The studentstrivesfor literary
as well as visualliteracyandbegins develop
                                     to       criticalcriteriato be usedin judgingthe
ultimate  successofthe artisticcreation.
Assignments   includeabout100pages    ofreadinga week,vocabulary   study,quizzes,  tests,
andwriting.

Required Texts:
FarewellMy Lovely, Chandler
ThePrincess  Bride, Goldman
Nrtr;lr,Wiesel
A RiverRun,s ThroughIt, Maclean


EssentialQuestions:
o     Doesliterature         into
                    translate film?
o     How doesa filmmaker   utilizeartistic        to       a
                                           license adapt text?
.     In what way do thesetextsand films shed   light on the humancondition,suffering,
  redemption, conformity, non-conformity?
                         and
o     To whatdegree these
                     do       textsandfilms highlight   politicalviewsofa particular
  time?How aretheyreflections    oftheir social/politicalcontext?
r     How do these textshelpusto understand    ourselves the world around
                                                          and                us?
r     How do writersandfilmmakers    exploitgenres,                   and
                                                               cvents, techniques
                                                      historical
  to achieveauthenticity?




                                                                                     2l
Additional Selections:
Life is Beautifulwith Night
OneFlew Over the Cuckoo'sNest
                                             "Country Lovers," "City Lovers,"
Cry Freedomwith shortstoriesby NadineGordimer:
and "The UltimateSafari."

                     "The Monkey'sPaw,"Richard    Connell's"The Most Dangerous
        W.W. Jacobs'
Suspense:
                       "The Sniper,"                  "The Caskof Amontillado'''
Gme," Liam O'Flaherty's               EdgarAllan Poe's
FrankStockton's"The Lady or the Tiger," andPsycho;Dead,Again; Speed;and"An
Occurrence Owl CreekBridge" by AmbroseBierce(book and film).
         at

Mvstery: TheMysterious  Affair at StylesbyAgathaChristie andTheFugitive, aswell as
selectionsfrom Alfred Hitchcock'swritings and films.

Parody:ThePrincessBride with Shrek.
A River RunsThroughIt wilh"The LegendofBagger Vance".
16l/162MYTHOLOGY           Grade 10-12                                  l/2 Credit

More thanjust a "Who's Who" of GreekandRomangods,Mythology focuses variouson
mythologies  asthe inspiration writers.
                               for        Whilesome the originalmythsarestudied
                                                   of
                                                                  in
in their own right, the courseconcentrates the myth asan archetype literature.
                                          on
Assignments:In additionto the requitedtexts,students readshortstoriesand poetry
based myths. Students
      on                   readat least100pages weekand write severalpapers.
                                               a


RequiredText:
              Mythologt
EdithHamilton's


AdditionalTexts:
TheMists of Avalon, BradleY
Bullfinch's Mythology
Medea, Ewipides
Heroes,Gods,and Monstersof the GreekMytfts,Evslin
Grendel, Gardner
Myth and Meaning Headand Maclea
selections from Homer's The Odyssey
Metamorpho.ses,   Ovid
TheKing Must    Die, Renault
TheActs of King Arthur and His Kmgftrr,Steinbeck
Introdttction to Myth, Stilllman
TheHobbit, Tolkien
TheLord of the Rings:Fellowshipof the Ring: Behindthe Movie (film)



                                                                                 22
Mytholog,t in Literary Ct' ture (film)
Tirc l\ytholog,, of Star Wars with George Lucas and Bill Moyers (ftlm)




Essential
        Questions:

o    What is a myth? What is history?Why do humanbeingscreatemyths?
.    What role or purposedoesmythologyservein a culture?
o    What is a deity?What is the relationship humans deitiesin thesemyths?
                                            of        to
o    Whatis a hero?
o    What do thesemythstell us abouthumannature?
.    How/why arecharacteristics  ofmyths universalacrossculturesand time?
o    Why havethesearchetypal   storiesremained relevant?
.    How do differentculturesshape definitionsofgood and evil? How do they
                                     the
                   of
  view the function human   will in theirperceptions goodandevil?
                                                   of
r    How do writersexploit genres,                               to
                                             events, techniques achieve
                                    historical     and
  authenticitY?
o    How hasGreco-Roman     rnythologyinfluenced Westemsociety?
e    How andwhy do modern     writersemploy  thesemyths?
o    How do thcsetextshelp us to understand  ourselves the world aroundus?
                                                      and




       THE SEARCH FOR SELF
 165/166                                  Grade 11-12                      1/2Credit

                            in
Oneof the basicquestions literature     is "Who Am l?" This course deals with answers to
this question  p.ouid"d by writerswho write of their own experiences tell of
                                                                         and         the
journeyofothersaswell. In addition     this courseexploressomeofthe wayswritershave
iealt with the difficulties of living and dying. The studentsalso explore literaturethat
 illustrates way peoplefaceethicaland religious
           the                                        concerns their lives and in their
                                                              in
 deaths. Thus,alongwith developing                                           can
                                      insightintotheirown lives,the students develop
 an awareness both
                of        the unique and universalqualities of each human being'
 Assignments  includereadingabout 125 pagesa week, vocabulary         study,testing,and
 writing(ournals,personal literary
                            and         essays)'

 RequiredTexts:
 OrdinaryPeople,Cuest
 The Catcher in the Rye, Salinger
 A Doll House,lbsen
 Siddhartha,Hesse
 TheStranger, Camts
 OptionalSelections:
 TheHeart is a Lonelv Hunter,McCullers



                                                                                    23
TheBluestEye,Morrison


Short stories:
"A & P," Updike
"The Bear,"Faulkner
"The Laughing  Man," Salinger
"Paul'sCase," Cather
"Old Faithful,"Sedaris
"On theRainyRiver,"O'Brien
"All ThingsAre NothingTo Me," Farrell
"Defender ofthe Faith,"Roth

Films:
Cool Hand Luke
The Graduate
Little Buddha
       s
Crime and Misdemeanors

DeadPoet's Society
BreakingAway
Bendit Like Beckham


Essential
        Questions:

                                         to                 of
      What arethe factorsthat contribute or limit the sense self?
.     How doesfamily andone'splacein birthorderaffectthe individual's
      personality?
o     How doesthe individualrespond the pressures societyto conform?
                                      to             of
o     How doesone'scultural                 the
                             milieushape individual?
o     How do decisions aboutmorality and spiritualityreflectthe self?
o     How do one'sethnicity,gender, economic
                                     and           statusshape              to
                                                               one'sresponses the
    world?

Literary Terms to Know:
Figurativelanguage,pointof view,narration,       tone,foreshadowing
                                        symbolism,


       Sequence:
Possible

Ordinary People
          Essential
                  Ouestion:How do familyandone'splacein birthorderaffectthe
                        personal
             individual's     ity?



                                                                              1A
          Additional          Adler'sstudies birthorder
                      material:              of
          Films'.Dead Poet'sSociety,  "Denethor/Faramir" segment
                                                               ftom Returnof the
              King, BreakingAway.
          Literary terms:point of view, narration

Siddltartha
           Essential Question:                                          reflect
                                             aboutmoralityandspirituality
                              How do decisions
               the self?
           Film: Little Buddha
                                    symbolism
           Literarv Terms: Structure,

TIte Slranger
           Essential  Ouestions:  How does individual
                                           the        respond the pressures
                                                               to               of
           societyto conform?                    aboutmorality and spiritualityreflect
                                  How do decisions
           the self.7
           Additional   material: Shortstory- "StoneBoy" AUTHOR?
           ffu: Crimes and Misdemeanors(with TheStanger)
           L!I9r4!fl!9I!1l!: tone

A Doll House
         EssentialQuestion: How doesone'sgender   one'streatment and
                                              shape            by
         responses to the world?
         Film: BendIt Like Beckham
         Literarvterms:foreshadowing,symbolism

The Catcherin the Rye
        Essential Questions:How doesfamily andone'splacein bifth orderaffectthe
        individual'spersonality?          the
                               How does individual      respond the pressures
                                                              to            of
                to
        society conform?    How doesone'scultural             the
                                                  milieu shape individual?
        F rlm: The Graduate
        Literarv terms:symbolism,point of view, narration




153n54INTRODUCTION TO GREAT AUTHORS                      Grade 10-12      l/2 Credit

Throughthe variedliterature           in            the
                            selections this course, student    entersa rich literary
environment, reading some of the masterpieces American, English, and World
                                                of
literature.Studentsreadplays,shortstories, poetry,and novelswhich are considered
classics literature.Students develop
        of                    also       skillsrelated the studyof literature,
                                                      to                       such
as vocabulary                         bothoral and written,and discussion.
             building,criticalanalysis,                                    Students
shouldexpectto readat least100pages weekand to writejournal entries,
                                       a                                  analytical
paragraphs, literary
           and       essays.




                                                                                       2)
RequiredTexts:
Frankenstein,Shelley
      Companion Piece'. Rimeof theAncientMariner, Coleridge
      Media: BladeRunner,selections                Frankenstein
                                     from Brannagh's           andYoung
      Frankenstein
      Supplemental:  Naturevs.Nurture  persuasive      usingsupport
                                                speeches            from the
                      novel
                     -Romantic  and Gothicmovements
                     -socraticseminar importantpassages
                                      on
                     -researchdiscussion:
                              /                            stemcell research,
                                                   question,
                                          authorship
                      cloning,etc.
                     -dialectal
                              iournals

BlessMe Ultima, Anaya
      Media: selectionsfrom Like Woter Chocolate
                                      for
      Supplemental:- artworkrepresentative magicrealism
                                          of
                     J'A Very Old Man with EnormousWings," Marquez
                     -"The Handsomest  DrownedMan in the World",
                    Marquez
                    -excerptsfrom Allende'sTheHouseofSpirits

H andmaid's Tale, Atw ood
      Metlia: Brannagh's Much Ado About Nothing (1993), Michael Radford's
      MerchantofVenice (2004),AmbroseVideo MerchantoJ Venice
      Supplemental:    Socraticseminar important
                                      on          passages
                       -researchdiscussion:
                                /          feminism,         fundamentalism
                                                     religious
                                           /
                                  patriarchy tyranny,etc.
                        censorship,
                       -shakespeare (MuchAdo AboutNothing,Merchantof Venice)

BestShortStoriesofthe ModernAge, DouglasAngus,ed. (A selectionofthe following):
         .   "Gooseberries,"Chekhov
         . "The Tell-Tale Heart,"Poe
         o "The Jewels,"Maupassant
         . "A Clean,Well-LightedPlace,"Hemingway
         . "A Rosefor Emily." Faulkner
         . "The Wall, " Sartre
         o "The Rocking  HorseWinner," Lawrence
         . "The Lottery," Jackson
         . "Sophistication,"Anderson

Essential
        Questions:
                                                               "great"?
o      What makesan author"great"?Whatmakesa work of literature




                                                                             26
                                                                            "great"?
      What doesit revealaboutour culturewhen we proclaiman author/work
      Whatdoes knowledge
               the                       period, author's / influences'
                            ofthe literary     the      life           and
   ofsocialmorescontribute our reading understanding
                         to            and          ofthe novels/ short
   stories?
      How doesnarration/ structure         to       its
                                  contribute / shape meaning?




HONORS COURSES:

Honorscourses   requirethat students ableto manipulate following concepts
                                     be                      the                  and be
prepared considerthe aesthetic
          to                       success the
                                            of    work of an author:A) The components
(plot, character,setting,tone,diction, structure,point of view, imagery,and symbols)ofa
dramaticor fictional work and their natures,   functions,and inter-relationships aids to
                                                                               as
discovering   some truth aboutthat work; B) The persona    and imageryin a poem;C) The
production a literaryessay characterization,
             of               on                   theme,symbol,or comparison/contrast'

Honors  courses require extensive oftendifficultreading,
                                  and                     alongwith complexliterary
papers.Because   ofthese requirements, students havereceived grade
                                      only       who                a       of "A" or
"B" in their previousEnglishcourses    shouldconsider  moving into the honorslevel.
These literature coursestrain the studentto perceive and express such complicated
concepts the nature,function and interrelationships plot, character,sefting,tone,
          as                                          of
diction, structure,point of view, imageand symbol in a dramaticor fictional work and
the impact  ofsound,rhythmandform on the content poem.The readings this level
                                                  ofa                    at
areextensive difficult;the writingtasks,
              and                          sophisticated demanding.
                                                       and




Minimum Writing Assignments    (3)
A literaryessay an
               on  aspect ofa work.
A researchessay on a literary theme supportedby evidencefrom both primary and
secondary sources.
A literaryessayexplicating poemor a passage poetry(wherethe coursematerial
                          a                  of
permits).




                                                                                   )7
      SELECTED WORLD LITERATURE Grade 10-11
169/170                                                                   l/2 Credit

This co:rrseis designedfor students  who are ready to expandtheir knowledgeof the
classicsand who are already comfortablewith literary analysis.The studentexpands
his/herliterary vocabulary,relatesthe work to the author'sexperience, and searchesthe
text for archetypes character
                    of          and situationand for the stylistic deviceswherebythe
authorexpresses view ofthe humanexperience.Assignments
                 his                                            include: readingabout
150 pages week; creative,
           a                 personal, literaryjournals;vocabulary
                                      and                               study,quizzes,
andtests.


SelectedReadings  from:
A Taleof Two Cil,e.r- CharlesDickens
HeddaGabler and/or Doll House-Henrik Ibsen
                     A
TooLate thePhalarope- Alan Paton
            or                        -
TheTempest TheMerchantof Venice Wllliam Shakespeare
TheMysterious                       -
               Stranger(compilation) Mark Twain
Master Harold and the Boys-AtholFugafi
Text: Classicsof World Literature

Supplemental  Readings:
TheMayor ofCasterbridge - ThomasHardy
"On Cannibals" de Montaigne
               -
"Calibanon Setebos" RobertBrowning
                      -
"Doctor Faustus" Christopher
                 -            Marlowe
"ParadiseLost" - JohnMilton
"from Faust"- Coethe
"The Overcoat" Nikolai Gogol
               -
"How Much LandDoesA ManNeed?" -LeoTolstoy
                                    -
"The FalseGems"    - Guy de Mauppassant

Film:
MctsterHarold and the Boys
MysteriousPlonet

EssentialQuestions:
-How doesa culture/era shapeliterature?
-How do themes archetypes
                or             develop across cultures?FIowdo cultures differ in their
         of
treatment those  elements?
-How doesliterature expose intolerance?
-How do authors literature examine critique
               use           to          and        socialinstitutions?
-How do one'sethnicity, gender, economic
                                and           statusshapeone'sresponse the world?
                                                                        to
-How do authorsuselanguage shape
                             to       textsand delivermessages?
-How doesa text's structureaffectthat work's meanins?




                                                                                  28
187/188TWENTIETH CENTURY AMERICAN AUTHORS Grade 11-12                                    ll2
Credit

students are advised to take either Selectedworld Literature or Twentieth century
                                                      Twentieth century American
American Authors before taking other Level III courses.
Authorsoffers an intensivereadingexperience AmericanLiteraturecoupledwith some
                                            in
sophisticatedtechniquesof literary analysis.studentsmust expect to read about 150
pagesa week and to write severalpapers,one of which involves the use of secondary
sources.

In this course,the studentexamines aesthetic
                                    the         principlesand the ideasunderlyingthe
works of representativeAmericanwriters of fiction, poetry and dramafrom the 1920sto
the present the uniquequalitiesand vision which thesewriters havecontributed our
            ior                                                                 to
cultural heritageand to the body of world literature.Becausethe    accessibilityof the
readingmaterial facilitatesthe literary tasks,Twentieth Century American Authors is
flequently recommended an introductionfor the studentwho intendsto take other
                         as
courses this level.
         at

Required Texts:
The Great Gatsby, Fitzgerald
Deathof a Salesman,  Miller
Catch-22, Heller
Some Hcmingway

OptionalTexts:
A Farewellto Arrls, Hemingway
Sa/a,Morrison
TheGrapesof Wrath,Steinbeck
Invisible Man, Ellison
GlassMenagerie,Williams
AmericanDream/ZooStory. Albee
A Streetcar NomedDesire,Williams

Hemingrvay short storlcs:
     -i'Ir'r'Arr,rth.t            "1'he Short Happy Life of Francis NIacomber," "A Soldier's
                        Country,"
                   "Old                      "r\                             "Indian Camp,"
      Flome,"            Man at the Bridge,"     Ciean \Weil-Lighted Placc"'
      "Hills Like \\'leite Elephants"


 \\ Lllrxml'aulk{rer short stortcs:
         "Barn Burning," "A Rose fot EmilY"


                                  .
F . S c o t r F i t z g e r , , l dh o r t " t , , r i e s '
            "Bcrnice Bobs FIer Hat." "\nintcr Dreams"




                                                                                           29
       O'Connot:
FIannery
      "A Good N{anis Hard
                              to Find"

T.S.Eliot poems:
       "The Lovc
                 Song ofJ. Alfred Prufrock," "'fhe I{ollow NIen"

RandallJatrell poem:
       "Death
                of the Ball-Turret Gunner"

W.H, Auden poem:
      "The Unknown Citizen"


E[zabethBishoppoem:
      "Filling
               Station"

\\ WI poetry
Hadem Renaissance
                poetry
RobertFrost




Literary Criticism:
DanielJ. Schneider's"Color Symbolismin Th CreatCatslry"
"Historical Context: Gatsby'sAmetica"



Essential Ouestions:
o I{ow does the Wastelandfunction as a metaphor for modem society?
o \J hat is the American Dream?rWhatare its componentsand how doesit change/ how
   do theservorks addtessit?
o F{ow doesthe conceptof Heroismdcvelopin 20'hcentLrry Anti-Hero? War?
                                                              Lit?
o Florr"'
        and rvhy do 20'hcentury American authots employ Absurdism? Alienation?
o How doesllterarycriticismheighten      our undcrstandingofhow to read thcsetexts
o What is the role of spitituality in 20th centuryAmerican literature?The City and the
  Bureaucratization?  The Industrializationof America? Imagism?
o How does 20'hcentury Amcrican Literature addressthe changingstatus of women and
   family?I {ow and rvhy do the forms of narratir.eand story telling der.elop?
o Horv do these themesdcvelop through theseworks? Which remain relevant todav?
o What are the techniquesof satire?

Themes and Rhetorical Deyices to Discuss rvith STorks:
Calrlj: modernism, imagcry,point of vieu', structure,symbolism
Catch-22 : satire,structure
Death of a Salesntan: symbolism, themc




                                                                                     30
                                                          choice of and omission of details
Poetry: speaker,tone, diction, imagcry,figutative language,

Close teading: examining the use of language(diction, imagery, figurative language,choice
oF and omislion of deiails, etc) to explore and explain how it serves theme and
chatacterization.




l9rl192 SHAKESPEARE            Grade l1-12                                      1/2Credit

A concentration the greatestauthor of the English language,
                 on                                            the course examlnes
Shakespeare a dramatist and a poet. The studentexplores some of Shakespeare's
            aS
tragediis,comedies historyplaysaswell asselections
                    and                               from the sonnets. means
                                                                       By        of
cloie reading,frequentlycombined with viewing or attendingperformances, student
                                                                         the
attempts ippreciatethe geniusthat so perfectlyharmonizedlanguage,
         to                                                          story, dramatic
form, and theatrical sensewith an understanding human nature that his works can
                                               of
toucheveryone,  everywherethroughout time.

Because  Shakespeare's        is
                      language demanding, students shouldexpectto readand re-read
eachplay; therefore, readingconsists about 100 pagesa week. Requiredessays
                                    of
includi a                  a     usinga criticalsource, others assigned the
          poetryexplication, paper                    and       as         by
instructor.

RequiredTexts:
Macbeth
Hamlet
Selection Sonnets
         of
A comedy theteacher's
          of           choice:
Twelfth Night
                                  may havestudiedthis text in GreatAuthors)
MuchAdo About Nothing (somestudents

 OptionalTexts:
 Othello
                        choice:
 A historyofthe teacher's
 RichardII
 Richard III
 HenryIV

 Films:
               BBC
        Polanski,
 Macbeth,
 Hamlet,Olivier,Gibson(Zefferelli),      BBC
                                  Branagh,
 Much Ado, Branagh
 ht,elfth Night, HelenaBonhamCarter(Merchantlvory)



                                                                                         31
Othell o, LaurenceFishburne
RichardII, DerekJacobi(BBC)
Lookingfor Richard,Al Pacino
TheReduced Shake are
                 spe



Literary Criticism/ BackgroundInformation:
"The World of Hamlet", Mack
"Form and Meaningin Drama",Kitto
"shakespeare the Bush", Bohannan
               in
"The Character Hamlet'sMother"
                 of
Selections  from Harold Bloom's Shakespeare: Inventionofthe Human
Selections  from Helen Vendler's TheSonnets
Selection from A.C. Bradley'sShakespeare's  Tragedies
Shakespeare   Alive, Papp: ChapterI ("One Day at a Time: What Daily Life was Like")
ThePassionof the Western    Mind, Tanner:(chapter The Renaissance)
                                                  on
Krutschon    Tragedy
"The Imageryin Macbeth,"Spurgeon
 Excerpts from Holinshed'sChronicles
 Excerptsfrom WhatHappensin Hamlet,Wilson
 Comparison early editionsof Hamlet
              of
 Articleson the Renaissance  print shops, Globetheatre,
                                        the              ElizabethanLife
 "Aspects ofGood andEvil," Harbage
 "Hamlet",Eliot
 "The Character   ofthe King," Coleridge


EssentialQuestions:
o     How doesthe historicaland culturalcontextofElizabethanEnglandaffect both
  thewritingandthe reading    ofthe plays?
o     How and why is Shakespeare centerofthe Westerncanon?
                                    the
.     How                                            and
            is the conflictofgood andevil expressed ultimately     resolved these
                                                                             in
  plays?
o     What characterizes   Tragedyand Comedy?How arethey differentexpression        of
  what  it means be human? How areheroes villainsdeveloped
                  to                            and                    differentlyin
   comedyandtragedy?
o     How doesShakespeare     develop characters psychologically, emotionally,  and
   intellectually?
.     How doesShakespeare's     language poetryshape meaning
                                          and             the          ofthe play?
   (imagery, figurative language,blankverse,  prose,metaphor,  rhyme,alliteration,
   paradox, pun,symbolism)
o     How do detailsofshakespeare's     language affectthe tone ofcertain scenes?
o      How do foils,dramatic  irony,andcomicrelieffunction the plays?
                                                              in
         How do patterns     ofwords and images  connect themeand character
                                                         to
     development?
         In what ways doesambiguityfunctionin the plays?
a        How doesShakespeare       provideperfectunity to his sonnets plays?
                                                                       and
a        Whataspects     ofshakespeare's   playsreflect Classical,
                                                       the            Medieval,Renaissance,
     and/ormodernworldviews?
         How doesthe ideaof balance      functionin the plays(characters, themes, structure)
     and sonnets?
         What statement Shakespeare
                            is             makingaboutlove, obedience,    gender'morality'
     identity, "the other," intelligence, honor,suffering,divinity, judgrnent,and deception
     in theseplays?
         How do opposites      structure meaning
                                       the          ofthe plays?
             Good/ evil
             order/ chaos
                     /
             Youth age
             men/ women
             sanity/ insanity
             emotlon   /reason
             life / death
                           /
             civilization nature
             action/ inaction
             good/ evil
             fate/ free will
             fools/ wisemen
                       /
             outsider community
             appearance    / reality
             publicself/ private                 interior)
                                    self(exterior/




          ENGLISH NOVEL
    193/194                        Grade l1-12                                 ll2 Credit

  Concentrating the development the form of the novel, this courseoffers an
                on                  of
 intensivereadingexperience ofEnglishnovelsandnovellas'Because worksarelong,
                                                              the
students  must plan on at least200 pages readinga week.This coursewill prepare
                                        of
students takethe AP Language
         to                      examination.                  includesecondary
                                             Writing experiences
source literaryanalysis,      on              comparison/contrast, a varietyof
                        essays characterization,                 and
journalentries.

RequiredTexts:
Pride and Prejudice,Austen
            rfi
Davi d Coppe e/4 Dickens
                  Bronte
I{utheringHeighl,s,
                        HardY
Tes.s the D'Urberville,s,
     of



                                                                                       JJ
                          F
TheFrenchLieutenant'sWoman, owles

OptionalSelections:
Moll Flanders, Defoe
Selectcdpoetryby Emily Bronte
Selectedpoetry by ThomasHardy

Materialsand Resources:
"On the Educationof Women,"Defoe
WhatJaneAustenAte and CharlesDickensKnew,Daniel PooL
Dickens'FurCoat and Charlotte'sUnanswered    Letters,DanielPool
                                                            "
"The Kind ofthe Novel: An Introduction GreatExpectations, JohnIrving
                                       to
CaseStudiesin Contemporary   Criticisms(for GreatExpectations) JaniceCarlisle
                                                              ed.
Selectedchapters                                        A
                 from Bert Hornback'sGreatExpectations: Novel of Friendship
Selectedcriticism from WHS library on the novel




Films:
-Pride and Prejudice (clips of GreerGarsonand LaurenceOlivier 1938 movie and the
BBC version complete  with focused studyguidein WHS library)
-Mansfeld Park, Persuasion, Emma, Sense and Sensibility (select one for
                   wilh
comparison/contrast Pride and Prejudice)
-Greot Expectations(1999 version with Ethan Hawke and Gwyneth Paltrow is set in
1980's UnitedStates
-Tess the D'Urbenilles ( several
     of                           versionsavailable)

Essential
        Questions:
o    What doesknowledge                                                     on
                           ofthe literaryperiod,the author'slife, influences the
  author, and the social mores of a time period contribute to our reading and
  understanding these
               of      novels?
o    How do an author'srhetoricalstrategiesaffect purpose,intent,and meaning?
o                               and
     How doesa novel'sstructure choice      ofnarration       its
                                                       shape meaning?
o    How do socialinstitutionsshape literarymovements periods?
                                                       and
o    What are the recurring themesin the Englishnovel, and how do the different
  authors develop    themes?
                 these
o    How doesliterarycriticism to our understanding
                               add                     ofthe English novel?
r    How do these five novels affect our understanding our own time period,
                                                          of
          and
  culture, ourselves?




                                                                                J+
      SELECTED AMERICAN AUTHORS
195/196                                              Grade I l-12         1/2 Credit

The courseexplores intellectual
                    the          and literarycontributions pre-twentieth
                                                         of               century
Americanwriterswhile emphasizing nineteenth
                                  the           century. Additionally, the course
researches roots ofthe Americanliterarytraditionand the Americancharacter
           the                                                               by
considering recurrentphilosophical sociological
                                 and             themesin literary patternsand in the
works studied.Students  readbetween150and 200 pages week and write papers
                                                     a                       of
                includingan analysis
literaryanalysis,                   ofa poemand at leastone essayrequiringthe use
ofcritical sources.

RequiredTexts:
TheScarletLetter, HaMhorne
Billy Budd,Melville
EthanFrome, Wharton
                                            "The American
                     'Nature,""Self-Reliance,"                   "Fate"
                                                         Scholar,"
         from Emerson:
Selections
              Thoreaq ll'alden
              Whitman
                                                           "Ligeia,""The Tell-
Edgar Allan Poe's"The BlackCat,""The Caskof Amontillado,"
Tale Heart,""The Masqueof the RedDeath,""The Fall of the Houseof Usher,""The
                          poems
        Letter,"andselected
Purloined


OptionalTexts:
"The OpenBoat,"Crane
"A WhiteHeron,"Jewett
"A Juryof One'sPeers,"
                     Glaspell
"The Yellow Wallpaper,"
                      Gilman
"Civil Disobedience,"
                   Thoreau
   to      Melville
Bene Cereno,
Billy Budd.Melville
               Wharton
Age oJlnnocence,
     Miller, Iames
Dui.sy
"The Man who Corrupted         Twain
                     Hadleyburg,"
"Outcasts PokerFlats,"Harle
        of




                                                                                   35
"Storyof an Hour,"Chopin

                      Melville
Bartleby,the Scrivener,


          stories:
Hawthorne's
     "Rappicinni'sDaughter,""Young CoodmanBrown," "The Birthmark,"
     "Wakefield,""The Minister's
                               BlackVeil"


        Critical Works:
Suggested
Leo Marx on Iirckleberry Finn
                on
Alan Trachtenberg Billy Budd
CharlesReichon Billy Budcl
EssentialQuestions:
r       Whatdoesknowledgeofthe historicalcontext,literaryperiod,andthe author's
   life contribute our readingandunderstanding
                  to                               ofthese novels?
o       How do an author'srhetoricalstrategies affectpurpose,intent,and meaning?
.       How doesa novel'sstructure choice
                                   and         ofnarration shape meaning?
                                                                 its
.       How do socialinstitutionsshape literarymovements periods?
                                                           and
.       What arethe recurringthemesin the Americannovel,and how do the dilferent
   authors developthesethemes?
e       How doesliteraryor culturalcriticismimproveour understanding   ofthese
   American   novels?
.       How do thesenovelsaffectour understanding                                and
                                                     ofour own time period/culture
   ourselves?

Text SpecificEssentialQuestions:
o      How do these novels helpdefine distinctly
                                      a         American  literature?
o      How do American  authors raise question
                                     the         ofthe individual's relation the
                                                                            to
   collective, his placeinside outside
               or              or        society?Whatis thepriceof conformity   or
   non-conformity?
o      Whatis the author's                                         or
                          understanding his relationship nature to theEuropean
                                        of               to
   literary         he
           traditions inherits?
e      How does   Poeusethe conventions ofthe Gothic?
o      How do Emerson Thoreau
                       and          react industrialization,
                                         to                 expansionism,  the
   Mexican-American andmaterialism?
                      War.
o      Whatis Hawthorne's  attitudetowardthePuritan tradition?How is this attitude
   expressed  throughantitypology?
.      I'IowdoesHawthorne   showtheriseof the middleclass  family?
.                              and
       How do Poe,Hawthorne, 19'h       CenturyFeminist authors represent women?
.      How does"Bartleby, Scrivener"
                           the           present materialist
                                                a            critiqueofThoreau's
   "Civil Disobedience?"



                                                                                  36
o     How do "Civil Disobedience" d Billy Budd challenge practiceof slavery?
                                 an                     the
o     How does  Melville                War disillusionment?
                               post-Civil
                         express
.     How do Twain, Crane,Hatte,and Whafion contribute forging a distinctly
                                                      to
    Americanidiom?




198MODERN EUROPEAII AUTHORS                 Grade 11-12                         llZ
Credit

Europeanliterature of the late 19th and 20th centuries provides some of the greatest
intellectualand emotional challengesin the realm of literature,comprising as it does
severalphilosophic and literary movements  with the developmentof innovative forms
which express artisticviews ofthe writer. Thus,the studentreadsintensivelya range
              the
ofauthori from Leo Tolstoy to Tom Stoppard, examiningcarefully the aesthetics well
                                                                             as
asthe underlyingphilosophicconcerns  of eachwriter.

Because the sophistication lengthof some of the works read, this courseis
           of                   and
difficult, concentrating as it does on not only the literary techniquesbut also the
philosophicalideas of the writers. From Leo Tolstoy to Samuel Beckett, with some
poetryirom Yeats,Eliot and Thomas,amongothers,students     readthe authorswho have
ihaped Europeanliterary and cultural development.   Among the writing assignments
requiredare in  intellectualautobiography, analysispoem, and a paper using critical
                                          an
sources.  Students                                       a
                  shouldplanto readfrom 200 to 250 pages week.


RequiredTexts:
First Lore, Turgenev
Masterand Man, Tolstoy
Notes from the Underground, FyodorDostoevsky
Uncle Vanya,  Chekhov
Death in Venice, Mann
"TheMetamorphosis,"    Kafka
selections from Dubliners,JoYce
Murder in the Cathedral, Eliot
No trll. Sartre
ThePlctgue,Camus
Waiting Godol,Beckett
         for
                                    Solzhenitsyn
OneDay in theLife of lvan Denisovich,
This Wayfor the Ga.g, Ladiesand Gentleman,Borowski

Essential
        Questions:
r    Will/Will-lessness: function(s) will playin an individual's
                      What             does                          life?
o                                                  (Definereligion/spirituality/fai1h)
     what is/are role of religiorvspirituality/faith?
                the



                                                                                  37
.       Whatarethe differentmanifestations    oflove - andwhat effect(s)doeseachhaveon life?
    Whataresomeof the difficulties,challenges,     effectsof translation? Whatis thefunction ofthe
    artistin society?Whatis an artist?Whataresome    aesthetic theories manifest the works?
                                                                                 in
.       Wtat is the role of family?
o       How doesa writer'slife/personal   experience affecthis work?
o       Whataboutan individual's    duty/responsibility? himself? his country? his faith?
                                                          To            To             To
    Whatis man's  relation theuniverse?
                           to                         it
                                           (How does explain    differentphilosophies?)
o   How doeslandscape    affectperceptions/interpretations?
.    Whatis thechanging                 of
                           function/role religion?
o   \Vhatis thechanging   functior/role govemment?
                                       of
r   Whatis therelationship           socialclass
                             betr;veen           structure its effect(s) the individual?
                                                          and              on
o   Whatis thedifference   between appearance reality?
                                                and                 the
                                                            What's difference?      Who decides?
r       How do the followingrelate thetexts:nihilism,romanticism,
                                    to                                  realism,existentialism,
    absurdism,  magicrealism,  optimism,  pessimism,  fatalism?
.       Whatsimilarities/differenceV "trends" you observe thevarious
                                              do              in            cultures?How
    important they?
               are
r       Whatarethe variousmanifestations the underground?
                                             of                   (Whatdoesit mean?    Wheredo you
    seeit?)



Supplementary material: (copiesof most of theseessays distributed to studeflts)
                                                    are

"Literary Imperialism Do traflslatorsplay a tole in the exploitation of foreign culnrres?"Robb
rrTheNletamorphosis,"Pfeiffer
"The Impossibility of Being I{afka," Ozick
"Russia's Great Emancipator," Lowe (Iurgcner,)
Ch&htu't P/ay: t1n Opening    Intt Enrnig, GrIman
"Displaced   Persons,"   Lahr (Chckhov)
"Li rde IlanJa:The Play'sMovement," Yermilov
"Chekhov" in'f heMakiry ofModem        Drana, Giknan
"His Art Was All I-Ie Nfastered,"Ignatieff (Tolstoy) "Dostoevsky's
Unabomber,"     Ozick
"'I'he Grand Inquisitor" (from T heBrathert             D
                                              K'xr.tmaTov\,ostoe'isky
"Nabokov on Dostoevsky,"        Nabokov
"Stagcs"in '1./n  D,nd," Burkc
"The Backgroundsof 'f heDedd,"Ellrnan
"A'I'ribute to J\lbertCamus,"Cruickshank
Selcctions from'f heT/wtrc o-t'JunPaul Sanre,McCalI
Selections  ftolr;r Exis/enlia/itm a Hrmanism,
                                 h              Sartte
"Decadence"- Chapter 3 of Thonas       Mdnr A Crilinl S/ dJ,HolJingdale




                                                                                         38
189SELECTED ENGLISHAUTHORS                   Grade 1l-12                             1/2Credit

Sampling major Englishauthorsfrom the Beowulf poet throughthe nodern period,this
          the
aouria udd."rrar florms, convenlions, and innovativedepartures the body of English literature
                                                                  in
The student  identifiesthe essentialcharacteristicsof the major literary movements  and interprets
eachwork to analyzeits formal elements,                                           and meter.The
                                            suchas tone, diction, irony, structure,
student will be requiredto identiff the landmarks that link genreand historicalepochs, well as
                                                                                       as
demonstrate competencyin anall4ic
              a                          reading.Students  should expectto read 150-200pagesa
weekandto write ieveralliteraryessays,      including explication a poemand a paperusing
                                                      an             of
criticalsources.

RequiredTexts:
BeowulJ
Grendel,Gardner
Selections from TheCanterburyTales,Chaucer
Macbeth,Shakespeare
Selections from ParadiseLotl, Milton
Clas ics in English L iterature,ed.
    s
Selected Shakespearean    Sonnets


OptionalTexts:
                            choice
A Britishnovelofthe teacher's
Othello

Films:
              BBC
       Polanski,
Macbeth,

Supplementary   Information:
-"PoeticResponses the Copernican
                   to                          Byard
                                    Revolution,"
jPhilosophyMadeSimple,"     Author
-Sh akesp
        eare'sLanguage,Kermode
                       's
-TheArt of Shakespeare Sonnets,   Vendler
           'fhe
-"Chaucer: Wife of Bath,The Pardoner, Shakespearean
                                          and                 Bloom
                                                     Character,"
-"lntroduction Paradise
              to          Lost,"D. Bush
-excerptsfrom A. C. Bradley'sShakespearean  Tragedy
-"TheAnglo-Saxon    Period"and "Monstets Madmen"
                                        and
-"The Wanderer"
-"The Seafarer"




                                                                                       39
Essential
        Questions:
r     How doesthe definition                       and
                               ofthe hero,anti-hero, tragicherochange   from Anglo-Saxon
  through Modernperiod?
          the
o     How does the definition of honor, and what is honorable,changefrom one period to
   another?
.     How doesthe way an authorstructures text contribute its meaning?
                                            his              to
o     How do socialinstitutions  shape literature
                                      the         ofdifferenttime periods?
.     How  do an author'srhetoricalstrategiesaffectpurpose,intent,and meaning?
o     How do readersidentifu and define the different poetic forms, such as ballad, sonnet,
        lyric, sestina,
   elegy,             villanelle,narrative, openform?
                                          and
.     How doesthe ideaofthe individual   develop alterChaucer?
r     How doesliterary  criticism heighten reading
                                          our        ofthesetexts?



r99 ADVANCED PLACEMENT ENGLISH                 Grade 12                             l Credit

199ADVANCED PLACEMENTENGLISH Grade12                          I Credit
  Openby examination    only, AdvancedPlacement   Englishoffers an intensivecoursein literary
studyand writing on the collegelevel.Students expect readabout250 pages week,to
                                                can        to                      a
                 The
writeextensively. Advanced      Placement   Englishcourse followsthe prescriptsofthe College
Entrance Examination                                 to
                      Board;the courseis designed engage        students the carefulreading
                                                                         in
andcriticalanalysis imaginative
                  of              literature. theyread,students
                                             As                   should  developsensitivity to
the nuances language: connotation,
            of           to             metaphor, irony, paradox;to patterns and shifts in tone
and pointof view. Students expected readworksof literature
                            are          to                        perceptively,responding   to
the interrelationships theme,form,
                     of                diction,imagery,structure                in
                                                                  and character fiction and
drama.In addition,students    considerthe universality the work as well as any special
                                                        of
relationship may haveto the timesin which it waswritten. Ultimately,
            it                                                          studentslearnto strike
thedelicate balanceamongcriticaltheory,   aestheticprinciples,authorialintentions, personal
                                                                                  and
reactions a \\ork oI literatLrre.
         to

Writing, an integralpart of the AP EnglishLiterature   and Composition    course,includesthe
       analysis literature,
critical       of                     analytical, argumentative
                            expository,           and                essays. Althoughcritical
analysis shouldmake up the bulk of student   writing for the course, well-constructedcreative
writingassignments helpstudents fromthe insidehow literature written. The goalof
                   may               see                               is
both typesof writing assignments to increase
                                 is             student's ability to explainclearly,cogently'
evenelegantly,rvhat they understand about literary works and why they interpretthem as they
do.




                                                                                   40
              from
       Readings
Selected

Oedipus King; Antigone- Sophocles
         the
Beowulf
Grendel- JohnGardner
TheCanterburylales - GeoffreyChaucer
lvfacbeth,Hamlet,King Lear - William Shakespeare
"Waitingfor Godot"- Samuel    Beckett
"No Exit."- Jean-Paul  Sartre
The Wasteland TheLove Songof J. Alfred Prufrock' T.S. Eliot
               or
Light in August -or TheSoundand lfte -Ftry William Faulker
Heart of Darkness- Joseph  Conrad
A Doll Hou.se-Henrik  fbsen
 "Everyman"
                               Are
Rosencrantz Guildenstern Dead-TomStoppard
              and
Paradiselosr-John Milton
Portrait of theArtist as a youngMan-Dubliners-JamesJoyce
Long Day'sJourneyinto Night-Eugene   O'Neill
Sula,TheBlue.st  Eye,Songof Solomon-Toni  Morrison
TheAwakening-Kate     Chopin
                                's
Mrs. Dalloway,A Roomof One Own-VirginiaWoolf
TheHours-Michae Cunningham
                   I
ThingsFall Apart-ChinuaAchebe
Life of P i-Y ann Martel
TheThingsTheyCarried-:f im O'Brien

                                                by
The studyofpoetry will centeraroundSoundand Sense Laurence  Perrine
Secondary  Sources
Great Books-David Denby
ThePleasures Readingin an ldeologicctl
              oJ                       World-Robert Alter
An Approachto Criticism-Northrup Frye
The Western annon-Harold Bloom
             C
        ion
No Pct.t.r Spenl-Ceorge Stelner
Drama: Form and Function-H. D. F. Kitto
Shakespeare:  Modern Essays Criticism ed.,LeonardDean
                           in
Full Circle; Shake.speare Moral Developnerl-Alan Hobson
                        and
A Handbook Critical Approaches Litelalure Wilfred I-. Gr.rerin, a1.
             of                  to                           el.


Unit Themesand Essential   Questions
                                                             and
    ) Who am I? The Search ldentity:Perception Personal Literary Contexts.
                             for                    in
 1'he questionevery human faces is that of identity: self-definitionencompassing  values,
         dreams,
interests,                                                        fbr
                  and perceptions. vehiclefacilitating search identityis literature.
                                  One                    the
Authorsexperiment   with point of view, style,and tone-elementsin the questfor identityof
characterswithin andreaderswithout.



                                                                              4l
   o Who andwhat givesus our identity?
   . Whathappens  when identitiescollide?
   o Whatis the corollarybetween multiplecriticallenses ourself/ourselves?
                                                      and
   o If languageshapesidentity,how doesit do so?


     F Whatis truth?Narrative   Traditions:IllusionandReality.
    "Truth" includes                  and
                   bothmetaphysical narrative       dimensions.How to live an authentic is
                                                                                      life
the central metaphysicalconcern;how to read a narrative in which past, present,and future
        in
merge; which retellings    ofthe same  eventoccur;and in which ambiguityreignssupreme    are
its nanative concerns. Additionally, languagecan be used to hide the truth as well as to
illuminate it.
            . What is truth?Is it absolute relative?
                                          or
            o What is the relationshipbefween          and
                                                language truth?
            o How willing arewe to embrace truth?
                                               the
            r Whatif a'1ruth" impels to violate essential
                                      us            an       elementofour self-concept?
            . Do texts present truthsor undermine  them?

   F How do we makemoralchoices?            of
                                  TheNature GoodandEvil
Historically,
            cultures            what is good and what is evil, codilyingsomeof these
                   havedetermined
decisions lawsor precepts.
        in

   . Whataregoodandevil? Is evil an intrinsic      of
                                             element humannature?
   . Whathappens  whenmoralsystems   collide?
   r What'sthe difference
                        between andcrime?
                                 sin
   o How doesnarrative pointofview aflectthe presentation
                                                       ofgood andevil?




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