St. Michael-Albertville High School
Advanced British Literature (Master)
Teacher: Heidi Bast
September 2014
Content
Skills
Analogy Unit
Writing
Course Essential
Questions:

What are
common styles,
themes, and
conventions of British
literature?

How does the study of British
Literature contribute to our
understanding of the English
language and culture?

1. Organize ideas into essay
form with an introduction,
thesis, body, and conclusion
2. Communicate main idea
through the use of a thesis
statement
3. Recognize and develop
strong ideas in an essay
4. Recognize and
demonstrate voice in writing
Anglo-Saxon Unit
Reading Skills
1. Formulate predictions before
reading an Epic poem
2. Make inferences based on
information gained through
reading an epic poem
Literary Analysis

What are the qualities of
effective writing that are needed for
college-level writing?
Analogy Unit
Unit Essential Questions:
1. Follow a broken plot line
2. Compare & Contrast
Characters and their exerted
traits
3. Recognize themes within a
story

Vocabulary
What is metaphor?
1. Identify vocabulary words
necessary to understand the
text
2. Recognize the difference in
Learning Targets
Analogy Unit
Writing
Assessment
Analogy Unit
Writing
-I can formulate a thesis
statement that clearly
communicates the focus of a
longer work.
1. Outline of ideas and analogy
essay (CFA=outline)
2-4. Analogy essay (CSA =
Analogy Essay Rubric)
-I can support a thesis
statement with specific
evidence, examples, and/or
details that show the reader
my ideas.
Anglo-Saxon Unit
Reading Skills
-I can organize supporting
details into paragraph
structure with a definite
introduction, body, and
conclusion.
-I can enhance organization
through the use of topic
sentences, transitions, and
concluding sentences.
-I can improve my work by
revising content and editing
writing so it is free of
punctuation, capitalization,
and usage errors.
Resources & Technology
Analogy Unit
Writing
1-4. Sample analogy
papers/outlines and MLA
handbook
Anglo-Saxon Unit
Reading
1. Discussion and worksheet
on making predictions
2. Inference quiz
Literary Analysis
1. Charcter Map and timed
essay (CA = Anglo-Saxon
Timed Essay)
2. Quiz on charcter traits
(CFA=Quiz on character traits)
and timed essay (CSA = AngloSaxon Timed Essay)
3. Theme write-up and timed
essay (CSA = Anglo-Saxon
Timed Essay)
Vocabulary
1. Vocabulary translation
activity (CSA)
2. Timed Essay (CA =
1. PowerPoint presentation
on Introduction to the
History of English
2.
McDougall Littel version of
Beowulf
SkillsLiterary Analysis
1-3. McDougall Littel
version of Beowulf
Vocabulary
1-2. McDougall Littel
version of Beowulf
Anglo-Saxon Timed
-I can extend the appeal of
Listening/Speaking
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Advanced British Literature (Master)
Bast
Content
 How can metaphor be
used in a personal
narrative essay?
Writing






Thesis development
Process of writing
Revision/Editing
Ideas and Content
Organization
Voice
Anglo-Saxon Unit
Unit Essential Questions:
Skills
Learning Targets
dialect within text and
understand its usage
my work so it goes beyond
functional writing (basic
execution of the assignment)
and entertains, provokes
thought, and/or connects
with a variety of target
audiences.
a. I can provoke thought
through the use of
metaphors.
b. I can develop visual
comparisons through the use
of descriptive explanation
and imagery.
Listening/Speaking
1. Review proper oral and nonverbal presentation strategies
2. Use of a visual aid for
presentation
Research/Technology
1. Evaluate credibility of
sources
2. Access articles and
information using the research
process
3. Develop a formal works
cited page using proper format
St. Michael-Albertville High School
Assessment
Essay)
Listening/Speaking
1-2. Formal presentation
(Anglo-Saxon culture)
Research/Technology
1-3. Anglo-Saxon
Presentation and formal
works cited page
Resources & Technology
1-2. Microsoft PowertPoint
on presentations
Research/Technology
1-3. Writers Inc. or other
similar manual and online
databases
Anglo-Saxon Unit
Reading Skills/Literary
Analysis/Vocabulary
-I can independently
comprehend literature.

Where did the English
language originate?

-I can understand the visual
elements and style of the
author's work.
-I can determine theme,
author’s purpose, or main
idea in a literary work.

What are the
conventions/characteristics of an
Epic poem?


What impact do the AngloSaxon Culture and Beowulf have on
the English language?
-I can analyze how authors
use literary elements to
enhance works.
-I can analyze how the
literature is influenced by the
culture, context, or era in
which it was written.
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Advanced British Literature (Master)
Bast
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology

Reading Skills


Predictions
Inferences
Literary Analysis



Plot
-I can effectively
communicate critical thinking
through literary-based
writings, discussions, and
presentations.
Listening/Speaking
-I can organize a presentation
using an introduction, body,
conclusion.
Characters/character traits
Themes
-I can use a visual aid to
enhance an overall
presentation.
Vocabulary


Identification
Usage/Recognition
Listening/Speaking

Presentation Strategies
-I can use appropriate eye
contact, hand gestures, and
voice tone to enhance a
presentation.
Research/Technology
-I can analyze information to
determine a source’s
relevance and credibility.
Research/Technology


Research Process
Works cited page
-I can paraphrase,
summarize, and directly
quote sources that support
my ideas.
-I can construct my works
cited page, in-text citations,
and page setup in MLA
format.
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Advanced British Literature (Master)
Bast
Content
St. Michael-Albertville High School
Skills
Learning Targets
Assessment
Resources & Technology
Skills
Learning Targets
Anglo-Saxon Unit
Reading Skills/Literary
Analysis/Vocabulary
Assessment
Anglo-Saxon Unit
Reading Skills
Resources & Technology
Anglo-Saxon Unit
Reading
1. Discussion and worksheet
on making predictions
2. Inference quiz
1. PowerPoint presentation
on Introduction to the
History of English
2. McDougall Littel
version of Beowulf
October 2014
Content
Anglo-Saxon Unit (see
UEQ and Standards in Sept.)
Reading Skills
 Predictions
 Inferences
Literary Analysis



Characters/character traits
Themes
Presentation Strategies
Research/Technology


1. Follow a broken plot line
2. Compare & Contrast
Characters and their exerted
traits
3. Recognize themes within a
story
Identification
Usage/Recognition
Research Process
Works cited page
-I can independently comprehend
literature.
reading an epic poem
Literary Analysis
Listening/Speaking

1. Formulate predictions before
reading an Epic poem
2. Make inferences based on
information gained through
Plot
Vocabulary


Anglo-Saxon Unit
Reading Skills
Vocabulary
1. Identify vocabulary
words necessary to
understand the text
2. Recognize the
difference in dialect
within text and
understand its usage
Listening/Speaking
1. Review proper oral and nonverbal presentation strategies
2. Use of a visual aid for
-I can understand the visual
elements and style of the author's
work.
-I can determine theme, author’s
purpose, or main idea in a
literary work.
-I can analyze how authors use
literary elements to enhance
works.
-I can analyze how the literature
is influenced by the culture,
context, or era in which it was
written.
-I can effectively
communicate critical thinking
through literary-based
writings, discussions, and
presentations.
Listening/Speaking
Literary Analysis
1. Charcter Map and timed
essay (CA = Anglo-Saxon
Timed Essay)
2. Quiz on charcter traits
(CFA=Quiz on character traits)
and timed essay (CSA = AngloSaxon Timed Essay)
3. Theme write-up and timed
essay (CSA = Anglo-Saxon
Timed Essay)
Vocabulary
1. Vocabulary translation
activity (CSA)
2. Timed Essay (CA =
Anglo-Saxon Timed
Essay)
SkillsLiterary Analysis
1-3. McDougall Littel
version of Beowulf
Vocabulary
1-2. McDougall Littel
version of Beowulf
Listening/Speaking
1-2. Microsoft PowertPoint
on presentations
Research/Technology
Listening/Speaking
1-2. Formal presentation
(Anglo-Saxon culture)
1-3. Writers Inc. or other
similar manual and online
databases
Research/Technology
-I can organize a presentation
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Advanced British Literature (Master)
Bast
Content
Skills
Learning Targets
presentation
using an introduction, body,
conclusion.
Research/Technology
1. Evaluate credibility of
sources
2. Access articles and
information using the research
process
3. Develop a formal works
cited page using proper format
-I can use a visual aid to enhance
an overall presentation.
St. Michael-Albertville High School
Assessment
1-3. Anglo-Saxon
Presentation and formal
works cited page
Resources & Technology
-I can use appropriate eye
contact, hand gestures, and
voice tone to enhance a
presentation.
Research/Technology
-I can analyze information to
determine a source’s
relevance and credibility.
-I can paraphrase,
summarize, and directly quote
sources that support my
ideas.
-I can construct my works
cited page, in-text citations,
and page setup in MLA
format.
November 2014
Content
Medieval/Middle Ages Unit
Unit Essential Questions:
Skills
Medieval/Middle Ages Unit
Reading Skills
fiction
Learning Targets
Medieval/Middle Ages Unit
Reading Skills/Literary
Analysis/Vocabulary
Assessment
Medieval/Middle Ages Unit
Reading Skills
fiction
Resources & Technology
Medieval/Middle Ages Unit
Reading Skills
fiction
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5 of 16
Advanced British Literature (Master)
Bast
Content

How did the history and context
of the Medieval Era contribute to The
Canterbury Tales?


How did the Medieval caste
(social) system play into the
characterization within Canterbury
Tales?

How can writing be used to
compare and contrast
versions of literature?
Reading Skills
fiction


Predictions
Inferences
Literary Analysis




Plot
Characters/character
traits
Themes
Comparing and
contrasting ideas
Skills
1. Formulate predictions
before reading an Epic poem
2. Make inferences based on
information gained through
reading an epic poem
Learning Targets
Literary Analysis
-I can understand the visual
elements and style of the
author’s work.
1. Follow a broken plot line
2. Compare & Contrast
Characters and their exerted
traits, and details within two
stories
3. Recognize themes within
a story
Vocabulary
1. Identify vocabulary
words necessary to
understand the text
2. Recognize the difference
in dialect within text and
understand its usage
-I can independently
comprehend literature.
-I can identify and explain the
use of figurative language in a
literary work.
-I can determine theme,
author’s purpose, or main idea
in a literary work.
-I can independently identify
literary elements.
-I can analyze how authors use
literary elements to enhance
works.
St. Michael-Albertville High School
Assessment
1. Discussion and worksheet
on making predictions
2. Inference quiz (CFA)
Literary Analysis
1-3. Timed essay (CSA)
2. Charcter Map
2. Quiz on charcter traits
(CFA)
3-4. Theme write-up and
timed essay (CSA)
Vocabulary
1. Vocabulary translation
activity (CFA)
2. Timed Essay (CSA)
Resources & Technology
1. PowerPoint presentation
on Introduction to the
Middle Ages
2. McDougall Littel version
of Canterbury Tales
Literary Analysis
1-4. McDougall Littel
version of Canterbury Tales
Vocabulary
1-2. McDougall Littel
version of Canterbury Tales
-I can analyze how the literature
is influenced by the culture,
context, or era in which it was
written.
-I can effectively communicate
critical thinking through literarybased writings, discussions, and
presentations.
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6 of 16
Advanced British Literature (Master)
Bast
Content
Vocabulary


Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
Identification
Usage/Recognition
December 2014
Content
Renaissance Unit
Unit Essential Questions:
 How can a presentation be
constructed to demonstrate
characteristics of a time
period of literature?

What are the characteristics of
a Tragedy?

How can dramatic conventions
of Shakespearean tragedy (blank
verse, soliloquy, dramatic irony,
foreshadowing, etc.) be identified
(and address purpose)?
Reading Skills/Literary
Analysis 



Theme
Characterization
Symbolism
Listening/Speaking

Presentation skills
Skills
Renaissance Unit
Reading Skills/Literary
Analysis
1. Analyze themes within
a play
2. Recognize specific
character traits
3. Identify symbolism
within a play
Listening/Speaking
1. Use formal presentation
skill to give a presentation.
2. Communicate
information from research
to a class
Research/Technology
1. Use MLA form to
document research/sources
2. Access information for
a presentation using an
online research database
Learning Targets
Renaissance Unit
Reading Skills/Literary
Analysis
Assessment
Renaissance Unit
Reading Skills/Literary
Analysis
1-3. Act quizzes (CFA)
1-3. Objective test
1-3. Formal Essay (CSA=
Macbeth Essay)
Resources & Technology
Renaissance Unit
Reading Skills/Literary
Analysis
1-3. Copy of
-I can independently
Shakespeare's Macbeth
comprehend literature.
1-3. Shakespeare: A
Biography film
-I can identify and explain
1-3. Shakespeare
the use of figurative
introductory PowerPoint
Listening/Speaking
language in a literary work. 1-2. Research Presentation presentation
-I can understand the visual
elements and style of the
author’s work.
Research/Technology
Listening/Speaking
1-3. Research Presentation 1-2. Internet Research
1-3. Formal Essay (CSA = Database
Macbeth Essay)
Research/Technology
1-2. Internet Research
Writing
1-3. Formal Essay (CSA= Database
Macbeth Essay)
2. Copy of Shakespeare's
Macbeth
-I can determine theme,
author’s purpose, or main
idea in a literary work.
-I can independently identify
literary elements.
-I can analyze how authors
use literary elements to
enhance works.
-I can analyze how the
Writing
1. Internet Research
Database
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7 of 16
Advanced British Literature (Master)
Bast
Content
Research/Technology



MLA documentation
Online database
research
Computer processing
Writing



MLA documentation
Six-Traits of Writing
Theme
Skills
3. Use a computer to
process an essay and a
formal bibliography
Writing
1. Use MLA form to
document research/sources
2. Include specific ideas,
logical organization, and
proper conventions in an
essay.
3. Analyze a theme within
a play
Learning Targets
literature is influenced by the
culture, context, or era in
which it was written.
St. Michael-Albertville High School
Assessment
Resources & Technology
3. Copy of Shakespeare's
Macbeth
-I can effectively
communicate critical thinking
through literary-based
writings, discussions, and
presentations.
Listening/Speaking
-I can organize a
presentation using an
introduction, body,
conclusion.
-I can use a visual aid to
enhance an overall
presentation.
-I can use appropriate eye
contact, hand gestures, and
voice tone to enhance a
presentation.
Research/Technology
-I can analyze information to
determine a source’s
relevance and credibility.
-I can paraphrase,
summarize, and directly
quote sources that support
my ideas.
www.curriculummapper.com
8 of 16
Advanced British Literature (Master)
Bast
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
-I can construct my works
cited page, in-text citations,
and page setup in MLA
format.
Writing
-I can formulate a thesis
statement that clearly
communicates the focus of a
longer work.
-I can support a thesis
statement with specific
evidence, examples, and/or
details that show the reader
my ideas.
-I can organize supporting
details into paragraph
structure with a definite
introduction, body, and
conclusion.
-I can enhance organization
through the use of topic
sentences, transitions, and
concluding sentences.
-I can improve my work by
revising content and editing
writing so it is free of
punctuation, capitalization,
and usage errors.
-I can extend the appeal of
my work so it goes beyond
functional writing (basic
execution of the assignment)
and entertains, provokes
www.curriculummapper.com
9 of 16
Advanced British Literature (Master)
Bast
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
Assessment
Renaissance Unit
Reading Skills/Literary
Analysis
1-3. Act quizzes (CFA)
1-3. Objective test
1-3. Formal Essay (CSA=
Macbeth Essay)
Resources & Technology
Renaissance Unit
Reading Skills/Literary
Analysis
1-3. Copy of
Shakespeare's Macbeth
1-3. Shakespeare: A
Biography film
1-3. Shakespeare
introductory PowerPoint
presentation
thought, and/or connects with
a variety of target audiences.
a. can reflect on a work of
literature adding relevant
thoughts and insight.
b. I can prioritize ideas that
need to be explained in detail
versus ideas that can be
summarized.
c. I can determine when plot
summary is necessary to
explain a point or idea.
January 2015
Content
~Renaissance Unit
Unit Essential Questions:
 How can a presentation be
constructed to
demonstrate
characteristics of a time
period of literature?

What are the characteristics of
a Tragedy?

How can dramatic
conventions of Shakespearean
tragedy (blank verse, soliloquy,
dramatic irony, foreshadowing,
etc.) be identified (and address
purpose)?
Reading Skills/Literary
Analysis 

Theme
Skills
Renaissance Unit
Reading Skills/Literary
Analysis
Learning Targets
Renaissance Unit
Reading Skills/Literary
Analysis
1. Analyze themes within
a play
2. Recognize specific
character traits
3. Identify symbolism
within a play
-I can independently
comprehend literature.
Listening/Speaking
-I can identify and explain
the use of figurative
language in a literary
work.
-I can understand the visual
elements and style of the
author’s work.
1. Use formal presentation
skill to give a presentation.
2. Communicate
-I can determine theme,
information from research author’s purpose, or main
idea in a literary work.
to a class
Listening/Speaking
1-2. Research Presentation
Research/Technology
1-3. Research Presentation
1-3. Formal Essay (CSA =
Macbeth Essay)
Writing
1-3. Formal Essay (CSA=
Listening/Speaking
1-2. Internet Research
Database
Research/Technology
1-2. Internet Research
Database
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10 of 16
Advanced British Literature (Master)
Bast
Content
 Characterization
 Symbolism
Skills
Learning Targets
Research/Technology
-I can independently identify
literary elements.
Listening/Speaking
1. Use MLA form to
document research/sources
2. Access information for
a presentation using an
online research database
3. Use a computer to
process an essay and a
formal bibliography

Presentation skills
Research/Technology



MLA documentation
Online database
research
Computer processing
Writing



MLA documentation
Six-Traits of Writing
Theme
Writing
1. Use MLA form to
document research/sources
2. Include specific ideas,
logical organization, and
proper conventions in an
essay.
3. Analyze a theme within
a play
-I can analyze how authors
use literary elements to
enhance works.
-I can analyze how the
literature is influenced by the
culture, context, or era in
which it was written.
St. Michael-Albertville High School
Assessment
Macbeth Essay)
Resources & Technology
2. Copy of Shakespeare's
Macbeth
Writing
1. Internet Research
Database
3. Copy of Shakespeare's
Macbeth
-I can effectively
communicate critical thinking
through literary-based
writings, discussions, and
presentations.
Listening/Speaking
-I can organize a
presentation using an
introduction, body,
conclusion.
-I can use a visual aid to
enhance an overall
presentation.
-I can use appropriate eye
contact, hand gestures, and
voice tone to enhance a
presentation.
Research/Technology
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11 of 16
Advanced British Literature (Master)
Bast
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
-I can analyze information to
determine a source’s
relevance and credibility.
-I can paraphrase,
summarize, and directly
quote sources that support
my ideas.
-I can construct my works
cited page, in-text citations,
and page setup in MLA
format.
Writing
-I can formulate a thesis
statement that clearly
communicates the focus of a
longer work.
-I can support a thesis
statement with specific
evidence, examples, and/or
details that show the reader
my ideas.
-I can organize supporting
details into paragraph
structure with a definite
introduction, body, and
conclusion.
-I can enhance organization
through the use of topic
sentences, transitions, and
concluding sentences.
www.curriculummapper.com
12 of 16
Advanced British Literature (Master)
Bast
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources & Technology
-I can improve my work by
revising content and editing
writing so it is free of
punctuation, capitalization,
and usage errors.
-I can extend the appeal of
my work so it goes beyond
functional writing (basic
execution of the assignment)
and entertains, provokes
thought, and/or connects with
a variety of target audiences.
a. can reflect on a work of
literature adding relevant
thoughts and insight.
b. I can prioritize ideas that
need to be explained in detail
versus ideas that can be
summarized.
c. I can determine when plot
summary is necessary to
explain a point or idea.
February 2015
Content
Romantic Fiction
Unit
Unit Essential Questions:
 What are writing
characteristics of
the Romantic
period of
literature?
 How are the shifts in
Skills
Romantic Fiction Unit
Learning Targets
Romantic Fiction Unit
Assessment
Romantic Fiction Unit
Resources & Technology
Romantic Fiction Unit
Reading Skills/Literary
Analysis
Reading Skills/Literary
Analysis
Reading Skills/Literary
Analysis
Reading Skills/Literary
Analysis
1. Analyze themes within a
story
2. Identify multiple
settings within a story
-I can independently
comprehend literature.
1-4. Comprehension
Activities (CFA)
1-4. Quizzes (CFA)
1-4. Timed Essay (CSA)
1-4. Introductory Romantic
Era/ Frankenstein
PowerPoint presentation
1-4. Copy of Mary
-I can identify and explain the
use of figurative language in a
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13 of 16
Advanced British Literature (Master)
Bast
Content

thinking during the
Romantic period in
Britain displayed in
the literature?
How can a
presentation be
constructed to
demonstrate
characteristics of a
time period of
literature?
Reading Skills/Literary
Analysis

Theme
 Setting
 Era Traits
 Allusions
 Character Traits
Research/Technology



MLA documentation
Online database
research
Computer processing
Writing



MLA documentation
Six-Traits of Writing
Theme
Skills
3. Recognize
characteristics of the
Romantic Era in a story
4. Evaluate the author's
decisions with regard to
characterization
Research/Technology
1. Use proper MLA
formate to document
sources for a presentation
2. Use an online database
to locate articles on a
specific topic
3. Use a computer to
process a Microsoft Word
document
Writing
1. Use proper MLA
formate to document
sources for a presentation
2. Construct a five to seven
page essay that displays the
six traits of writing
3. Analyze a theme of a
story
Learning Targets
St. Michael-Albertville High School
Assessment
literary work.
-I can understand the visual
elements and style of the
author’s work.
-I can determine theme,
author’s purpose, or main idea
in a literary work.
-I can independently identify
literary elements.
-I can analyze how the
literature is influenced by the
culture, context, or era in
which it was written.
Research/Technology
1-3. Romantic Era
Presentation
Writing
1. Romantic Era Presentation
2-3. Timed
Essay (CSA=Frankenstein
Test)
Resources & Technology
Shelley's Frankenstein
1-4. Copy of 2004
Frankenstein film
Research/Technology
1-3. Introductory Romantic
Era/ Frankenstein
PowerPoint presentation
Writing
1-3. Introductory Romantic
Era/ Frankenstein
PowerPoint presentation
-I can effectively communicate
critical thinking through
literary-based writings,
discussions, and
presentations.
Research/Technology
-I can analyze information to
determine a source’s
relevance and credibility.
-I can paraphrase,
summarize, and directly quote
sources that support my
ideas.
-I can construct my works
cited page, in-text citations,
and page setup in MLA
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Advanced British Literature (Master)
Bast
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources & Technology
format.
Writing
-I can formulate a thesis
statement that clearly
communicates the focus of a
longer work.
-I can support a thesis
statement with specific
evidence, examples, and/or
details that show the reader
my ideas.
-I can organize supporting
details into paragraph
structure with a definite
introduction, body, and
conclusion.
-I can enhance organization
through the use of topic
sentences, transitions, and
concluding sentences.
March 2015
Content
Romantic Poetry Unit
Unit Essential Questions:
 What is the process for
analyzing a poem?
 What are the
characteristics of
Romantic Poetry?
Skills
Romantic Poetry Unit
Learning Targets
Romantic Poetry Unit
Assessment
Romantic Poetry Unit
Resources & Technology
Romantic Poetry Unit
Reading Skills/Literary
Analysis
Reading Skills/Literary
Analysis
Reading Skills/Literary
Analysis
Reading Skills/Literary
Analysis
1. Identify themes within a
poem
2. Recognize various
styles/forms of poetry.
-I can independently
comprehend literature.
1-3. Poetry Analysis Quiz
(CSA)
1-3. McDougall Littel British
Literature textbook
-I can identify and explain
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15 of 16
Advanced British Literature (Master)
Bast
Content
 How is poetry used to
communicate the culture
of the Romantic era of
literature?
Reading Skills/Literary
Analysis
o
o
o
Theme
Poetic Form/Style
Era traits
Skills
Learning Targets
3. Identify traits of the
Romantic era in poetry
the use of figurative
language in a literary work.
St. Michael-Albertville High School
Assessment
Resources & Technology
-I can understand the visual
elements and style of the
author’s work.
-I can determine theme,
author’s purpose, or main
idea in a literary work.
-I can independently identify
literary elements.
-I can analyze how authors
use literary elements to
enhance works.
-I can analyze how the
literature is influenced by
the culture, context, or era in
which it was written.
-I can effectively
communicate critical
thinking through literarybased writings, discussions
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16 of 16