Date Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
Tues - Syllabus Preview / Learning
Styles Assessment (Completion Minor
5-Jan
The Renaissance (Review)
Grade)/ Library check out British Lit
books & Candide
6-Jan
Wed - Intro to The Renaissance
(Reading / Notes)
The Renaissance (Review)
7-Jan
Thursday - Read Sonnets of Edward
Spenser, Sir Philip Sidney (Assign
Worksheet Google Classroom)
The Neoclassical Period
(1600 – 1785) Overview
Friday - Students finish Sonnets and
Unity worksheet: Literary Terms,
Vocabulary Petrarchan & Spenserian
8-Jan
Sonnets, Connect to Renaissance
Ideology (Self Assess in class/
Completion / Minor Grade)
TEKS/SKILLS/OBJECTIVES
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
SKILLS/GOALS/OBJ: Students will
discover the ideology behind the
The Restoration (1660-1700)
Renaissance and be able to apply this to
literature (sonnets) of the time period.
Mon - In class grade/review sonnets
11-Jan
worksheet - continue
Self‐Tests, Part 1
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
/ "The Nymph's Reply to the
Renaissance & Restoration 2. [CS]– Correctly recognize and
Shepherd," Sir Walter Raleigh"The
12-Jan
(From Henry VIII to Charles thoughtfully explain the relationships among
Passionate Shepherd to His Love,"
II)
literature and cultural influence
Christopher Marlowe
3. [PR]– Reflect on how attitudes and beliefs
Sonnet 29, "Sonnet 106," "Sonnet Renaissance & Restoration
and how they are different from those that are
13-Jan 116," and "Sonnet 130," William
(From Henry VIII to Charles
represented in one or more of the works
Shakespeare
II)
studied
4. [SR] –Explain the ways in which British
Renaissance & Restoration
literary expressions reflect the value systems
14-Jan
(From Henry VIII to Charles
and decision making within that culture or
II)
"Speech Before Her Troops," Queen Eliz
nation.
"Psalm 23," from the "Sermon on SKILLS/GOALS/OBJ: Students will
the Mount," and "The Parable of the discover the ideology behind the
15-Jan
Prodigal Son," fromThe King James Renaissance and be able to apply this to
Self‐Tests, Part 2
literature (sonnets) of the time period.
Bible
18-Jan STUDENT/TEACHER HOLIDAY
o "Song," "A Valediction:
Forbidding Mourning," "Holy
Sonnet 10," and "Meditation 17,"
John Donne
19-Jan o "On My First Son," "Still to Be
Neat," and "Song: To Celia," Ben
Jonson
1. [CTS– Demonstrate awareness of the scope
A Turbulent Time: The
and variety of literary texts through
Seventeenth and Eighteenth
comparison of historical periods, themes, and
Centuries (1625–1798)
styles covered in the class.
Date o "To His Coy Mistress," Andrew
Marvell
20-Jan "To the Virgins, to Make Much of
Time," Robert Herrick
"Song," Sir John Suckling
Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
Self‐Tests, Part 1
"Sonnet VII," "Sonnet XIX," and
from Paradise Lost, John Milton
from The Pilgrim's Progress, John
Bunyan
21-Jan from "Eve's Apology in Defense of
Women," Amelia Lanier
"To Lucasta, on Going to the Wars"
and "To Althea, from Prison,"
Self‐Tests, Part 2
Richard Lovelace
from The Diary, Samuel Pepys
from A Journal of the Plague Year,
Daniel Defoe
from Gulliver's Travels, Jonathan
Swift
22-Jan "A Modest Proposal," Jonathan
Begin Part 3
Swift
from An Essay on Man and from
The Rape of the Lock, Alexander
Pope
from A Dictionary of the English
Language, Samuel Johnson
from the Life of Samuel Johnson,
James Boswell
25-Jan
"Elegy Written in a Country
Churchyard," Thomas Gray
"A Nocturnal Reverie," Anne Finch,
Self‐Tests, Part 3
Countess of Winchelsea
from The Aims of the Spectator,
Joseph Addison
26-Jan
from Days of Obligation, Richard
Rodriguez
TEKS/SKILLS/OBJECTIVES
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
SKILLS/GOALS/OBJ: Students will
discover the ideology behind the
Renaissance and be able to apply this to
literature (sonnets) of the time period.
Self‐Tests, Part 4
27-Jan
Candide / Review / Video
http://www.cliffsnotes.com/li
terature/c/candide/studyhelp/quiz
28-Jan
Candide / Review / Video
http://www.gradesaver.c
om/candide/study‐
guide/quiz1
29-Jan
TEST - UNIT 1 - RENAISSANCE
THROUGH ENLIGHTENMENT
OBJECTIVE
Introduction to: Unit 4: Rebels and
Dreamers: The Romantic Period
(1798–1832)
Fantasy and Reality page 7311. [CTS– Demonstrate awareness of the scope
772 / Assign A Tale of Two
and variety of literary texts through
Cities / Discuss Video
comparison of historical periods, themes, and
Groups / Assignment Due
styles covered in the class.
Feb 18
1-Feb
Date Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
TEKS/SKILLS/OBJECTIVES
Read TTC Book 1 - Intro - discuss
history / literature / literary devices /
themes / motifs STUDENTS FINISH
2-Feb
TTC - Book 1
BOOK 1 FOR QUIZ (WITH
DIALECTICAL JOURNAL ON
FRIDAY)
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
Read TTC Book 1 - Intro - discuss
history / literature / literary devices /
themes / motifs STUDENTS FINISH
3-Feb
TTC - Book 2
BOOK 1 FOR QUIZ (WITH
DIALECTICAL JOURNAL ON
FRIDAY)
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
In class: "To a Mouse" and "To a
Louse," Robert Burns
"Woo'd and Married and A'," Joanna
Baillie
"The Lamb," "The Tyger," "The
4-Feb Chimney Sweeper," and "Infant
Sorrow," William Blake
Introduction to Frankenstein, Mary
Wollstonecraft Shelley
HOMEWORK: FINISH BOOK I
TTC / Dialectical Journals Book I
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
Self‐Tests, Part 2
Quiz over Book I
(Will count as 2
minor grades)
5-Feb Dialectical Journal Due (may use on
Quiz Book I
quiz)
Quiz will include Readings from Part 2
8-Feb
TTC - Book II
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
9-Feb
10-Feb
11-Feb
Reaction to Society (885)
12-Feb
Assign Video
15-Feb
TTC - Book II
16-Feb
17-Feb
18-Feb
Quiz Book II (last part of
Book II)
Dialectical Journals due Book II
Video due Mar 5
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
Date 19-Feb
22-Feb
23-Feb
24-Feb
25-Feb
26-Feb
1-Mar
2-Mar
Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
TEKS/SKILLS/OBJECTIVES
1. [CTS– Demonstrate awareness of the scope
Read shorter selections from and variety of literary texts through
The Victorian Period
comparison of historical periods, themes, and
styles covered in the class.
4. [SR] –Explain the ways in which British
Students finish Book III at
literary expressions reflect the value systems
home
and decision making within that culture or
nation.
Dialectical Journals due Book III
Video Presentations due Feb
18
1. [CTS– Demonstrate awareness of the scope
Finish selections and study of
and variety of literary texts through
Romantic Period, Victorian
comparison of historical periods, themes, and
Period and TTC
styles covered in the class.
2. [CS]– Correctly recognize and
View Movie
thoughtfully explain the relationships among
literature and cultural influence
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
4. [SR] –Explain the ways in which British
OBJ Test Over Period /
literary expressions reflect the value systems
Dickens & TTC
and decision making within that culture or
nation.
3-Mar
4-Mar
5-Mar
7-Mar
Review TTC
8-Mar
Romantic Period
9-Mar
Victorian Period
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
10-Mar
11-Mar
14-Mar
OBJ Test Over the
Romantic/Victorian Period
and TTC Friday
SPRING BREAK
SPRING BREAK
Date 21-Mar
Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
TEKS/SKILLS/OBJECTIVES
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
Modern/Post Modern Period
comparison of historical periods, themes, and
styles covered in the class.
Students will study the
period, read a novel from
that period, then develop a 34 page theme paper that
2. [CS]– Correctly recognize and
shows how a particular theme
thoughtfully explain the relationships among
from the book represents the
literature and cultural influence
attitudes of the period.
Students must use a
minimum of 3 DB sources
plus the source texts.
Choose British Novel from:
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
Clarke, Arthur C. –
Childhood’s End (1953)
Kingsley Amis – Lucky
Jim (1954)
Iris Murdoch – Under the
Net (1954)
William Golding – Rites of
Passage (1981)
Martin Amis – Money
(1984)
Alan Hollinghurst – The
Swimming-Pool Library
(1988)
Kazuo Ishiguro – The
Remains of the Day (1989)
Doyle, Arthur Conan – The
Sign of Four (1890)
Mark Haddon – The
Curious Incident of the
Dog of The Night Time
(2003)
James Lever – Me, Cheeta
(2009)
Hilary Mantel – Wolf
Hall/Bring up the Bodies
(2008/2012)
28-Mar
Students will read “forging
Modernism” (1137)
At home, read and work on
theme paper analysis
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
Date 4-Apr
11-Apr
18-Apr
25-Apr
Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
Students will read
“Modernism in fiction”
(1187)
At home, read and work on
theme paper analysis
Students will read “Conflicts
at Home and Abroad” (1271)
At home, read and work on
theme paper analysis
comparing the literary
themes to those of culture of
the historical time period.
Students will read “The
Postmodern & Beyond”
(1377)
At home, read and work on
theme paper analysis
comparing the literary
themes to those of culture of
the historical time period.
Students will finish essays in
class, peer critique, review,
upload to turnitin.com by
APRIL 27
TEKS/SKILLS/OBJECTIVES
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
Poetry/prose exam / test over
all works on APRIL 28
2-May
WED MAY 4 - AP EXAM
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
Developing Personal
Biography through text,
media, photos. AP - To
write, focusing on critical
2. [CS]– Correctly recognize and
analysis of literature
thoughtfully explain the relationships among
including expository,
literature and cultural influence
analytical, and argumentative
essays as well as creative
writing.
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
Date Survey of Eng. Lit. 2013 (TWU)
Instructor: Stacy Short, S2016
May 912
FINAL TWU EXAMS
16-May
23-May
May 30 Mem
Day
*All Lessons subject to change at the teacher’s discretion.
My Human Story Senior
Project Presentations all
week
AHS Final Exams
May 31 - Graduation
TEKS/SKILLS/OBJECTIVES
1. [CTS– Demonstrate awareness of the scope
and variety of literary texts through
comparison of historical periods, themes, and
styles covered in the class.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence
3. [PR]– Reflect on how attitudes and beliefs
and how they are different from those that are
represented in one or more of the works
studied
4. [SR] –Explain the ways in which British
literary expressions reflect the value systems
and decision making within that culture or
nation.
2. [CS]– Correctly recognize and
thoughtfully explain the relationships among
literature and cultural influence