English 400 Syllabus & Objectives
British Literature Survey
Content Li tera ry Skills Emphasized Sa mple Assignments, Projects Sta te Standa rds
WRITING (throughout yea r): Introducti on, body, concl usion, Compa re / contras t Ma cbeth Writing: The students write effectively for a variety of audiences,
Expository (a nalysis , compa rison / transi tions , thesis, topi c wi th another tra gedy purposes, and contexts.
contrast, short research) sentences Compa re / contras t two Reading, Benchmark 3:
2. locates and uses ref erence materials av ailable in the classroom school, and
Reflecti ve (for s cholarshi p essa ys) Internal documenta tion exa mples of sati re public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are
Voi ce, point of view Wri te personal reflection as a appropriate to the task.
response to another essay
LANGUAGE (fi rs t qua rter) Etymology of words Crea te timeline of English Reading : The student reads and comprehends text across the
His tory of English langua ge Connotati on, denota tion language his tory curriculum.
Usa ge review (as ACT review) Comma usage Pre- and pos t-tes t using ACT’s Benchmark 3: The students expands his vocabulary.
▲ det ermines meanin g of wo rds through structural an alysis, using kno wl edge of ▲Greek,
Sentencing ▲Latin, and Anglo-Saxon ▲ roots, ▲prefix es, and ▲suffixes to understand compl ex
Tone, s tyle words, including words in scienc e, math ematics, and social studies.
Writing: The student uses effective word choice, clear & fluent
sentences, and standard American English conventions.
LITERATURE: Bri tish lit survey Epi c, epi c hero, tone, Compa re / contras t on cha rts ALL LITERATURE STUDY REQUIRES THE FOLLOWING SKILLS:
I. Anglo-Sa xon through Mi ddle foreshadowing, allitera tion, Beowulf wi th exa mple of more
English caesura , assonance, consonance modern fi ctional hero, using Reading: The student expands vocabulary.
Beowulf defini tions / explana tions in Benchmark 3: The students expands his vocabulary.
4. ▲ identif ies, interprets, and analy zes the use of figurativ e language, including
video “The Epi c Hero.” similes, metaphors, analogies, hy perbole, onomatopoeia, personif ication, idioms,
imagery , and sy mbolism.
5. discriminates between connotative and denotative meanings and interprets the
connotative power of words.
Benchmark 4: The student comprehends a variety of texts
2. ▲ understands the purpose of text f eatures (e.g., title, graphs/charts and maps,
Ballads Ballad form & subjects , feet Bri ng exa mples of modern table of contents, pictures/illustrations, boldf ace ty pe, italics, glossary , index,
headings, subheadings, topic and summary sentences, captions, sidebars,
Si milar themes / different ballads to class to assess underlinin g,
cul tures numbered or bulleted lists, f ootnotes, annotations) and uses such features to locate
inf ormation in and to gain meaning f rom appropriate-lev el texts.
Cha ucer’s Canterbury Fra me story, sa ti re (both Resea rch an a rea of Medieval 3. uses prior knowledge, content, and text ty pe features to make, to
Tales (Prologue or one Hora tian and Juvenalian), di rect life and put together a two-page rev ise, and to conf irm predictions.
4. generates and responds logically to literal, inf erential, ev aluativ e, synthesizing,
tale) & indi rect cha ra cteri za tion spread for a textbook on tha t and critical thinking questions bef ore, during, and af ter reading the text.
Text fea tures subject 5. ▲ uses inf ormation f rom the text to make inf erences and draw conclusions
II. Renaissance through Eliza bethan Sca nsion, rhyme scheme, Italian Sca n poems, wri te iambic 6. ▲ analy zes and ev aluates how authors use text structure (e.g., sequence,
problem-solution, comparison-contrast, description, cause-eff ect) to help achiev e
times & English sonnets, octa ve, pentameter (i n groups); wri te a their purposes
Sonnets (second sestet, quatrain, vol ta sonnet. 7. ▲ compares and contrasts v ary ing aspects (e.g., characters' traits and motiv es,
qua rter) Wa tch excerpt from Yes, a themes, problem-solution, cause-eff ect relationships, ideas and concepts,
procedures, v iewpoints, authors' purposes, persuasiv e techniques, use of literary
movie wri tten in iambic dev ices, thoroughness of
pentamenter supporting ev idence) in one or more appropriate-lev el texts.
8. ▲ explains and analy zes cause-effect relationships in appropriate lev el narrativ e,
o Shakespea re (Ma cbeth) Tragedy, tragi c hero, elements of Show A Face in the Crowd, expository, technical, and persuasiv e texts.
plot (exposition, rising a ction, ha vi ng s tudents kee p a cha rt of 9. ▲ uses paraphrasing and organizational skills to summarize inf ormation (stated
clima x, falling a ction, resoluti on elements of tragedy as they and implied main ideas, main ev ents, important details, underly ing meaning) f rom
appropriate-l ev el narrativ e, expository , technical, and persuasiv e texts in logical or
/ denouement), epipha ny, wa tch. sequential order, clearly preserv ing the author's intent.
ha ma rtia, ca tha rsis, s ymbolism, Wri te c/c essay compa ring 10. ▲ identif ies the topic, main idea(s), supporting details, and theme(s ) in text
across the content areas and f rom a v ariety of sources in appropriate-lev el texts.
motif, i rony, metaphor, blank Lonesome Rhodes to Ma cbeth & 11. ▲ analy zes and ev aluates how an author’s sty le (e.g., word choice, sentence
verse, heroi c couplet deciding whi ch is better tra gic structure) and use of literary dev ices (e.g., f oreshadowing, f lashback, irony,
hero / tragedy. sy mbolism, tone, mood, satire, imagery , point of v iew, allusion, ov erstatement,
III. Res torati on Dia ries, journals Turn Pepys excerpt into Twitter paradox) work together to achiev e his or her purpose f or writing text.
14. ▲ identif ies the author's position in a persuasiv e text, describes techniques the
Sa muel Pepys ’ Diary Sa ti re (review from fi rs t entries . author uses to support that position (e.g., bandwago n approach, glittering
Swi ft – Gulliver’s Travels semes ter) Dis cuss i mporta nce of pri va te generalities, testimonials, citing authority, statistics, other techniques that appeal to
reason or emotion), and ev aluates the effectiv eness of these techniques and the
Age of Reason / Ra tionalism wri ting in public a rena (blogging, credibility of the inf ormation prov ided.
texting, email, etc.)
Wa tch two exa mples of modern Literature: The student responds to a variety of text.
sati re; wri te compa rison contras t
essa y Benchmark 1: The student uses literary concepts to interpret and
IV. Romanti cs (poetry) (fourth Cha ra cteris ti cs of romanti cism Do s toryboa rd for graphi c novel respond to text.
qua rter) Ballad form (review from fi rs t of Ri me of the Ancient Ma riner 1. ▲ identifies and d escrib es different typ es of characters (e.g., pro tagonist, antagonist,
Blake, Gra y, Burns semes ter) excerpt round, flat, static, dyn amic) and analyz es the develop ment of characters.
2. ▲ analyzes th e historical, social, and cultural cont extual aspects of the setting and
Wordsworth, Coleridge, Allitera tion, caesura , assonance, Dis cuss / wri te about use of ti tle their influ ence on ch aract ers and ev ents in th e story or literary t ext.
Byron, Keats consonance, ima gery, metaphor, from Burns poem for Of Mi ce 3. ▲ analyzes and ev aluat es how the author uses v arious plot el ements (e.g., prob lem or
simile, onoma topoeia, di ction and Men conflict, climax, resolution , risin g action, falling action, subplots , parallel episodes ) to
advanc e the plot and make connections between ev ents.
V. Vi ctorian Age Dra ma ti c monologue Dra ma ti c readi ngs 4. analyz es themes, tone, and th e autho r’s point-of-view ac ross a variet y of lit erary
Poetry: Tennyson “Ul ysses,” Review of plot structure, Group compa rison / contrast of works and genres using t extual ev idenc e and considering audienc e and purpose.
Robert Browning “My Last epiphany, one of the excerpts wi th modern 5. identifi es, analyzes, and evalu ates th e use of lit erary d evic es (e.g., foreshadowing,
flashback, irony, figurative language, imagery, symbolism, satire, allusion, parado x,
Duchess,” Thomas Ha rdy “Ah, Cha ra cteris ti cs of Vi ctorian Ameri can educa tion
dialogue, poin t of view, o verstatemen t) in a t ext .
Are You Di ggi ng on My wri ting 6.
Gra ve?” Benchmark 2: The student understands the significance of literature
Di ckens , C. Bronte (excerpts and its contributions to various cultures.
from Hard Times, Jane Eyre) 1. recogniz es ways that li terature fro m different cultu res presents similar themes
differentl y across genres.
2. compares and contrasts wo rks of literature th at d eal with similar topics and
3. evalu ates distinctive and shared charact eristics of cultures th rough a vari ety of texts.
VI. 20 Century Short Story Cha ra cteris ti cs of modernism Indi vidual short story anal ysis
Orwell “Shooti ng an Review of plot elements over chosen s tory / present to
Elephant” Review of epiphany i n short group
Wm Trevor “The Distant s tory
Pas t” Focus on point of view, di ction,
Conrad “The Lagoon” tone, and themes of va rious
Nadine Gordimer “The Train cul tures
Ani ta Desai “A Devoted Son”
VII. VOCABULARY Wri te original sentences on Reading, Benchmark 3: The students expands his vocabulary.
Study of prefi xes , suffi xes gi ven topi c 1. ▲determines meaning of words or phrases using context clues (e.g.,
from Pl ug-In Invent new words from word defini tions , resta tements , examples , des criptions , compa rison -
Study of root words pa rts ; define and wri te complete contrast, clue words , cause-effect) from sentences or pa ragraphs.
Word s tudy through text di ctionary entry 3. ▲ determines meaning of words through s tructural anal ysis, using
ma terials knowledge of ▲Greek, ▲La tin, and Anglo-Sa xon ▲roots , ▲prefixes,
and ▲suffixes to unders tand complex words, including words in
s cience, ma thema tics , and social s tudies .
VIII. INDEPENDENT READING: Take AR pra cti ce qui zzes over Reading, Benchmark 4: The student comprehends a variety of texts
Accelera ted Reader (1 per 12. establishes purposes f or both assigned and self -selected reading (e.g., to be
free novels inf ormed, to f ollow directions, to be entertained, to solv e problems).
qua rter; must pass wi th 70%) Take AR litera ry qui zzes over
Two novels of choi ce, classics
appropria te grade level
Two classic Ameri can or
Bri tish novels / pla ys