Lakewood City Schools
Course of Study for British Literature
Revised: 8 June 2011
Scope and Sequence –
Anglo-Saxon Literature (3-4 Weeks) (1st Quarter)
Standard and Benchmark
Acquisition of Vocabulary
Grade Level
Indicators
Use multiple
resources to enhance
comprehension of
vocabulary.
Clear Learning
Targets
I can use the
Internet and
dictionaries to
find the meanings
of words to
enhance my
vocabulary.
Strategies/Resources
Vocabulary list pulled from British
Literature Textbook.
“The Story of Caedmon”
“The Wife’s Lament”
Reading Process: Concepts
of Print, Comprehension
Strategies and SelfMonitoring Strategies
Course of Study for Add Course Name Here
Revised: Add Date here
Apply reading
comprehension
strategies to
understand gradeappropriate texts.
I can read and
comprehend text
and respond to
questions based on
that text.
Beowulf
Demonstrate
comprehension of
print and electronic
text by responding
to questions (e.g.,
literal,
inferential,
evaluative and
synthesizing).
I can analyze a
story for
allegorical
content.
Beowulf
The Anglo-Saxon Riddles on page 109
Page 1 of 19
PP 84-88 of Textbook
Reading Applications:
Literary Text
Recognize and
analyze
characteristics of
subgenres and
literary periods.
I can recognize
the historical
characteristics of
certain timeperiods and how
they impact
writers.
Analyze how an
author uses
figurative language
and literary
techniques to shape
plot and set
meaning.
I can identify the
terms kenning,
caesura, metaphor,
paradox,
personification,
alliteration and
identify examples
of them.
Beowulf
Demonstrate
understanding of the
grammatical
conventions of the
English language.
I can identify and
correctly use
nouns and verbs.
Grammar Handouts
Use correct
punctuation and
capitalization.
I can use correct
spelling,
punctuation and
grammar.
Essay Assignment on Beowulf analyzing the
character of Grendel
“Beowulf” by Robert Zemeckis
Anglo-Saxon Riddles on page 109
Grendel by John Gardner
Writing Conventions
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Writing assignments
Writing assignments such as journal
writing, short-response writing prompts,
Type 2 and Type 3 writing, extended
response, etc.
Page 2 of 19
Writing Applications
Course of Study for Add Course Name Here
Revised: Add Date here
Write responses to
literature that
provide an
interpretation,
recognize
ambiguities, nuances
and complexities and
that understand the
author’s use of
stylistic devices
and effects created.
I can identify and
interpret the
actions of
characters in a
literary work.
Essay Assignment on Beowulf analyzing the
character of Grendel. Prompt: Do you feel
sympathy for Grendel? Why or why not?
Use a range of
strategies to
elaborate and
persuade when
appropriate,
including appeal to
logic, use of
personal anecdotes,
examples, beliefs,
expert opinions or
cause-effect
reasoning.
I can use logic
and examples from
the text to
persuade my
reader.
Essay Assignment on Beowulf analyzing the
character of Grendel. Prompt: Do you feel
sympathy for Grendel? Why or why not?
Notes for Socratic Seminar
Notes for Socratic Seminar
Page 3 of 19
Medieval Literature (3-4 Weeks) (1st Quarter)
Standard and Benchmark
Grade Level Indicators
Clear Learning
Targets
Strategies/Resources
Acquisition of Vocabulary
Use multiple resources to
enhance comprehension of
vocabulary.
I can use the
Internet and
dictionaries to find
the meanings of
words to enhance my
vocabulary.
Vocabulary from the textbook
Reading Applications:
Literary Text
Recognize and analyze
characteristics of
subgenres and literary
periods.
I can recognize the
historical
characteristics of
certain time-periods
and how they impact
writers.
Guided Reading Questions to go
with pages 160-166 of textbook
Explain ways characters
confront similar
situations and conflict.
I can recognize the
difference between
internal and
external conflict.
“Sir Gawain and The Green Knight”
“Le Morte D’Arthur”
“Sir Lanval”
I can identify how
characters choose to
deal with conflict
and what impact
those choices have
on the plot of a
story.
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“The Story of Lady Godiva”
Page 4 of 19
Reading Process
Writing Conventions
Apply reading
comprehension strategies
to understand gradeappropriate texts.
I can read and
comprehend text and
respond to questions
based on that text.
Demonstrate comprehension
of print and electronic
text by responding to
questions (e.g., literal,
inferential, evaluative
and synthesizing).
I can analyze a
story for
allegorical content.
“Le Morte D’Arthur”
Demonstrate understanding
of the grammatical
conventions of the English
language.
I can identify and
correctly complete
analogies.
Grammar Handouts
“The Pardoner’s Tale”
I can correctly
identify adjectives
and adverbs.
Course of Study for Add Course Name Here
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Page 5 of 19
Renaissance Literature (4-6 weeks) (2nd Quarter)
Standard and Benchmark
Grade Level Indicators
Clear Learning
Targets
Strategies/Resources
Acquisition of Vocabulary
Use multiple resources to
enhance comprehension of
vocabulary.
I can use the
Internet and
dictionaries to find
the meanings of
words to enhance my
vocabulary.
Vocabulary from the textbook
Reading Applications:
Literary Text
Recognize and analyze
characteristics of
subgenres and literary
periods.
I can recognize the
historical
characteristics of
certain time-periods
and how they impact
writers.
Guided Reading Questions to go
with pages 365-372 of textbook
Explain ways characters
confront similar
situations and conflict.
I can recognize the
difference between
internal and
external conflict.
The Tragedy of Macbeth
The Tragedy of Othello
Much Ado About Nothing
I can identify how
characters choose to
deal with conflict
and what impact
those choices have
on the plot of a
story.
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Page 6 of 19
Reading Process
Apply reading
comprehension strategies
to understand gradeappropriate texts.
I can read and
comprehend text and
respond to questions
based on that text.
“Utopia” by Sir Thomas More
The Tragedy of Macbeth
The Tragedy of Othello
Writing Conventions
Demonstrate comprehension
of print and electronic
text by responding to
questions (e.g., literal,
inferential, evaluative
and synthesizing).
I can analyze a
story for
allegorical content.
Much Ado About Nothing
Demonstrate understanding
of the grammatical
conventions of the English
language.
I can use the words
“good” and “well”
correctly.
Grammar Handouts
Shakespearian Sonnets
I can identify and
understand
metaphors.
I can correctly
identify adverbs.
Writing Process
Select and use an
appropriate organizational
structure to refine and
develop ideas for writing.
Renaissance Research Project
Writing Applications
Produce functional
documents that report,
organize and convey
information and ideas
accurately, foresee
Renaissance Research Project
Course of Study for Add Course Name Here
Revised: Add Date here
Page 7 of 19
readers’ problems or
misunderstandings and that
include formatting
techniques that are user
friendly.
Course of Study for Add Course Name Here
Revised: Add Date here
Page 8 of 19
Early 17th Century/Restoration Literature (2-3 Weeks) (2nd Quarter)
Standard and Benchmark
Grade Level Indicators
Acquisition of Vocabulary
Use multiple resources to
enhance comprehension of
vocabulary.
I can use the
Internet and
dictionaries to find
the meanings of
words to enhance my
vocabulary.
Vocabulary from the textbook
Reading Applications:
Literary Text
Recognize and analyze
characteristics of
subgenres and literary
periods.
I can recognize the
historical
characteristics of
certain time-periods
and how they impact
writers.
Guided Reading Questions to go
with pages 490-494 & 566-570 of
textbook
Explain ways characters
confront similar
situations and conflict.
I can recognize the
difference between
internal and
external conflict.
Paradise Lost by John Milton
Excerpts in textbook
I can identify how
characters choose to
deal with conflict
and what impact
those choices have
on the plot of a
story.
Paradise Lost by John Milton
Excerpts in textbook
Course of Study for Add Course Name Here
Revised: Add Date here
Clear Learning
Targets
Strategies/Resources
Page 9 of 19
Analyze how an author
uses figurative language
and literary techniques to
shape plot and set
meaning.
Explain how an author’s
word choice and use of
methods influences the
reader.
Reading Process
Apply reading
comprehension strategies
to understand gradeappropriate texts.
I can identify a
work of satire.
Paradise Lost by John Milton
Excerpts in textbook
I can recognize how
the satirical style
of Jonathon Swift
impacts his reader.
“A Modest Proposal” by Jonathon
Swift
I can identify what
historical events
Swift was satirizing
in his works.
I can read and
comprehend text and
respond to questions
based on that text.
Gulliver’s Travels by Jonathon
Swift
Excerpts in textbook
Paradise Lost by John Milton
Excerpts in textbook
“A Modest Proposal” by Jonathon
Swift
Gulliver’s Travels by Jonathon
Swift
Excerpts in textbook
Writing Processes
Course of Study for Add Course Name Here
Revised: Add Date here
Use a variety of
strategies to revise
content, organization and
style, and to improve word
choice, sentence variety,
clarity and consistency of
writing.
I can create clear
topic sentences that
reflect the purpose
of a given writing
prompt.
Paradise Lost Criticism Essay
Assignment
Page 10 of 19
Writing Applications
Writing Applications
Course of Study for Add Course Name Here
Revised: Add Date here
Write responses to
literature that provide an
interpretation, recognize
ambiguities, nuances and
complexities and that
understand the author’s
use of stylistic devices
and effects created.
I can compare and
contrast John
Milton’s Paradise
Lost with the
Bible’s version of
Genesis.
Paradise Lost by John Milton
Use a range of strategies
to elaborate and persuade
when appropriate,
including appeal to logic,
use of personal anecdotes,
examples, beliefs, expert
opinions or cause-effect
reasoning.
I can use causeeffect reasoning to
better understand
the destructive
relationship between
men and women both
in Paradise Lost and
other stories.
Paradise Lost Criticism
Assignment
Demonstrate understanding
of the grammatical
conventions of the English
language.
I can compose an
essay using proper
grammar and
spelling.
“Genesis” from The Bible
“From Man’s Effeminate Slackness
Begins…” by Skyler Hamilton
Burris (Criticism on Milton)
Paradise Lost Criticism
Assignment
Page 11 of 19
Romantic Period Literature (6-8 Weeks) (3rd Quarter)
Standard and Benchmark
Grade Level Indicators
Clear Learning
Targets
Strategies/Resources
Acquisition of Vocabulary
Use multiple resources to
enhance comprehension of
vocabulary.
I can use the
Internet and
dictionaries to find
the meanings of
words to enhance my
vocabulary.
Vocabulary from the textbook
Reading Applications:
Literary Text
Recognize and analyze
characteristics of
subgenres and literary
periods.
I can recognize the
historical
characteristics of
certain time-periods
and how they impact
writers.
Guided Reading Questions to go
with pages 659-663 & 566-570 of
textbook
Analyze how an author uses
figurative language and
literary techniques to
shape plot and set
meaning.
I can recognize
alliteration and
metaphor in the
writings of a poet.
“Preface to Lyrical Ballads” by
William Wordsworth
Analyze and evaluate the
five elements (e.g., plot,
character, setting, point
of view and
theme) in literary text.
I can analyze the
plot, character,
setting, point of
view and themes of a
novel.
“The Lamb” and “The Tiger” by
William Blake
“The World is Too Much For Us” by
William Wordsworth
“Ozymandias” by Percy Shelley
“She Walks in Beauty” by Lord
Byron
“An Ode to a Grecian Urn” by John
Keats
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Page 12 of 19
Explain ways characters
confront similar
situations and conflict.
I can examine both
the internal and
external conflicts
for the characters
in a grade
appropriate novel.
“The Rime of the Ancient Mariner”
by Samual Taylor Coleridge
Frankenstein by Mary Shelley
Wuthering Heights by Emily Bronte
Reading Process
Course of Study for Add Course Name Here
Revised: Add Date here
Demonstrate comprehension
of print and electronic
text by responding to
questions
(e.g., literal,
inferential, evaluative
and synthesizing).
I can respond to
literal and
inferential
questions on the
poems.
Apply reading
comprehension strategies
to understand grade
appropriate texts.
I can read and
comprehend poetry.
I can answer
literal,
inferential, and
evaluative questions
on Mary Shelley’s
Frankenstein.
I can read and
comprehend grade
appropriate novels.
Page 13 of 19
Writing Convention
Demonstrate understanding
of the grammatical
conventions of the English
language.
I can correctly use
the terms fewer,
less, lay, lie,
raise and rise.
Grammar Worksheets
I can complete
analogies.
Research
Writing Applications
Course of Study for Add Course Name Here
Revised: Add Date here
Compile, organize and
evaluate information,
take notes and summarize
findings.
I can compile
information on a
given topic.
Evaluate the usefulness
and credibility of data
and sources and synthesize
information from multiple
sources.
I can evaluate a
source to determine
whether or not it is
credible.
Write responses to
literature
that provide an
interpretation, recognize
ambiguities, nuances and
complexities and that
understand the author’s
use of stylistic devices
and effects created.
I can compose a
short response essay
explaining how a
reader may view
Victor Frankenstein
as an unreliable
narrator.
Research Essay on Alchemy
Critical Thinking writing prompts
Page 14 of 19
Victorian Period Literature (3-4 Weeks) (4th Quarter)
Standard and Benchmark
Grade Level Indicators
Acquisition of Vocabulary
Use multiple resources to
enhance comprehension of
vocabulary.
I can use the
Internet and
dictionaries to find
the meanings of
words to enhance my
vocabulary.
Vocabulary from the textbook
Reading Applications:
Literary Text
Recognize and analyze
characteristics of
subgenres and literary
periods.
I can recognize the
historical
characteristics of
certain time-periods
and how they impact
writers.
Guided Reading Questions to go
with pages 768-775 of textbook.
Analyze how an author uses
figurative language and
literary techniques to
shape plot and set
meaning.
I can recognize
foreshadowing,
allusion, dramatic
monologue and irony
in the writings of a
poet.
“The Lady of Shalott” by Alfred
Lord Tennyson
I can analyze the
plot, character,
setting, point of
view and themes of a
novel.
“Porphyria’s Lover” by Robert
Browning
Analyze and evaluate the
five elements (e.g., plot,
character, setting, point
of view and
theme) in literary text.
Clear Learning
Targets
Strategies/Resources
“Channel Firing” by Thomas Hardy
“My Last Duchess” by Robert
Browning
“Dover Beach” by Mathew Arnold
“Sonnet 43” by Elizabeth Barrett
Browning
Through the Looking Glass by
Lewis Carroll
Course of Study for Add Course Name Here
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Page 15 of 19
Explain ways characters
confront similar
situations and conflict.
Reading Process
I can examine both
the internal and
external conflicts
for the characters
in a grade
appropriate novel.
“My Last Duchess” by Robert
Browning
“The Lady of Shalott” by Alfred
Lord Tennyson
Demonstrate comprehension
of print and electronic
text by responding to
questions
(e.g., literal,
inferential, evaluative
and synthesizing).
I can respond to
literal and
inferential
questions on the
poems.
Recall Questions from the
textbook.
Apply reading
comprehension strategies
to understand grade
appropriate texts.
I can read and
comprehend poetry.
All poems mentioned above
I can read and
comprehend grade
appropriate novels.
Mayor of Casterbridge by Thomas
Hardy
Interpret Questions from the
textbook.
Pride and Prejudice by Jane
Austen
Course of Study for Add Course Name Here
Revised: Add Date here
Page 16 of 19
Writing Applications
Produce functional
documents that report,
organize and convey
information and ideas
accurately, foresee
readers’ problems or
misunderstandings and that
include formatting
techniques that are user
friendly.
I can craft a resume
that lists my
qualifications as a
high school student.
OCIS Website for career
development and resume design
I can compose a
career narrative in
which I discuss my
plans for the
future.
Contemporary Literature (3-4 Weeks) (4th Quarter)
Standard and Benchmark
Grade Level Indicators
Acquisition of Vocabulary
Use multiple resources to
enhance comprehension of
vocabulary.
I can use the
Internet and
dictionaries to find
the meanings of
words to enhance my
vocabulary.
Vocabulary from the textbook
Reading Applications:
Literary Text
Recognize and analyze
characteristics of
subgenres and literary
periods.
I can recognize the
historical
characteristics of
certain time-periods
and how they impact
writers.
Guided Reading Questions to go
with pages 894-905 of textbook.
Course of Study for Add Course Name Here
Revised: Add Date here
Clear Learning
Targets
Strategies/Resources
In class discussion on British
Imperialism
Page 17 of 19
Analyze how an author uses
figurative language and
literary techniques to
shape plot and set
meaning.
I can recognize
metaphor, allusion,
and internal
monologue in the
writings of a poet.
“The Lake Isle of Innisfree” by
William Butler Yeats
“The Second Coming” by William
Butler Yeats
“Shooting an Elephant” by George
Orwell
Analyze and evaluate the
five elements (e.g., plot,
character, setting, point
of view and
theme) in literary text.
I can analyze the
plot, character,
setting, point of
view and themes of a
novel.
“Do Not Go Gentle into That Good
Night” by Dylan Thomas
“A Room of One’s Own” by Virginia
Wolf
“A Portrait of the Artist as a
Young Man” by James Joyce
Explain ways characters
confront similar
situations and conflict.
Reading Process
Course of Study for Add Course Name Here
Revised: Add Date here
Demonstrate comprehension
of print and electronic
text by responding to
questions
(e.g., literal,
inferential, evaluative
and synthesizing).
I can examine both
the internal and
external conflicts
for the characters
in a grade
appropriate novel.
Heart of Darkness by Joseph
Conrad
I can respond to
literal and
inferential
questions on the
poems.
Recall Questions from the
textbook.
Things Fall Apart by Chinua
Achebe
Interpret Questions from the
textbook.
Page 18 of 19
Apply reading
comprehension strategies
to understand grade
appropriate texts.
I can read and
comprehend poetry.
All poems mentioned above
I can read and
comprehend grade
appropriate novels.
Heart of Darkness by Joseph
Conrad
Things Fall Apart by Chinua
Achebe
Writing Applications
Course of Study for Add Course Name Here
Revised: Add Date here
Write responses to
literature that provide an
interpretation, recognize
ambiguities, nuances and
complexities and that
understand the author’s
use of stylistic devices
and effects created.
I can compose a
literary analysis
paper that analyzes
a work studied in
class on a thematic
level.
Literary Analysis Paper
Assignment
Page 19 of 19