HARRISON SCHOOL
DISTRICT
CURRICULUM OFFICE
English
English IV: Advanced Placement
English Literature and Composition
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May 16, 2013
HARRISON SCHOOL DISTRICT
Board of Education
Commissioner James A. Fife, President
Commissioner Maria Villa, Vice President
Commissioner Anthony R. Comprelli
Commissioner Brigite Goncalves
Commissioner Lily Wang
Commissioner Vincent Franco
Commissioner Arthur Pettigrew
Commissioner Kimberly Woods
James P. Doran, Ed.D. Superintendent
Curriculum Writing Committee
Director of Curriculum
Michelle Thomas
Dr. Cynthia Baumgartner
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May 16, 2013
HARRISON SCHOOL DISTRICT
PHILOSOPHY FOR CURRICULUM
The goal of the Harrison School District is to prepare students for the 21st century demands of the world at large. In this regard, the
curriculum has been designed to make it relevant and accessible to our students by focusing each unit of study around enduring
understandings and essential questions. Based upon the New Jersey Common Core Curriculum Standards, the enduring understandings
are the starting points to the backward curriculum model utilized for this guide and espoused by Grant Wiggins and Jay McTighe. The
curriculum is predicated by essential questions which are developed to challenge our students to think on a higher level and use the inquiry
method to gain a deeper understanding of the content material.
COURSE DESCRIPTION
The Advanced Placement Literature and Composition course is designed for the careful preparation and successful completion of the
College Board Literature and Composition Examination administered in May of each school year.
The Advanced Placement English Literature and Composition course provides those who elect to take it the opportunity to experience a
wide range of literary works. Students will have ample time to express themselves with regard to these works both orally, in that each work
will be analyzed in depth, and in writing. There will be frequent writing assignments based on the reading, which will be promptly returned
to the students. If the need arises, stylistic advice and /or grammar instruction will be provided to ensure that the final copy is of the
highest quality. Papers will be scrutinized for effective word choice, sentence structure, effective organization, clear emphasis and
excellence of argument, including supportive evidence (i.e. quotations) and clear, persuasive connection of this evidence to the main
argument. In addition, shorter written efforts of the open-ended question type will be assigned regularly. These will not necessarily all be
handed in, but could be used to encourage discussion or may be developed into a more detailed essay. There will also be an assessment for
each literary work – these may include an in-class or take-home test, a detailed essay, an oral report or even a creative project. Students are
also required to choose from a list of books and independently read one each semester and write a report on that book on a topic mutually
agreed upon by student and teacher.
English IV is the culmination of a student’s primary and secondary English education and as such, students will demonstrate mastery of
everything they have learned. Various forms of assessment (for example daily, weekly, and common cycle assessments), a wide range of
reading materials, writing, oral literacy, and collaborative learning strategies will be utilized to address various learning styles and skill sets of
students. Students will master more advanced grammar, English, writing, and reading skills along with meeting a range of academic goals.
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May 16, 2013
The exercises in critical reading, writing, listening, and speaking skills will help students develop an understanding of the research process
as well as how to identify and evaluate information taken from various sources. Students will also comprehend and apply these skills in
writing for a variety of tones, styles, and situations. Throughout the course, students will read, synthesize, discuss, compare and contrast a
range of literary works of different periods, genres, styles, and contexts. Students will build vocabulary and develop a clear understanding
of language usage. Students will also expand their appreciation of literature and acquire an understanding of the literary features of the
classic works being read as well as recognize what makes these works important today.
Grade Level:
12th
Department:
English/Language Arts
Course Code:
0147
Credits:
5
GRADING
Student achievement will be evaluated using multiple assessment tools as described in the individual units of study. Marking period grades
will be determined according to the following:
Criteria
Essays (on-demand or process writing assignments)
Projects (including collaborative projects)
Tests (must include HSPA style m/c and o/e questions)
Quizzes, homework, journal, notebook, class work, and/or other
miscellaneous assignments
Total:
Percentage
40
30
20
10
100
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May 16, 2013
HARRISON SCHOOL DISTRICT
Curriculum Based on NJCCCS
English IV Advanced Placement
Correlating Anchor Standards
Reading 1
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
Reading 2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Strands and Standards
READING LITERATURE (RL)
READING INFORMATIONAL TEXT(RI)
Key Ideas and Details
RL 12.1/ RI 12.1 — Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the
text.
RL 12.2 — Determine two or more themes or central ideas of a text and
analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an
objective summary of the text.
RI 12.2 — Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to provide a complex analysis; provide an objective summary
of the text.
Reading 3
Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
RL 12.3 — Analyze how complex characters (e.g., those with multiple or
conflicting motivations) develop over the course of a text, interact with other
characters, and advance the plot or develop the theme.
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May 16, 2013
RI 12.3 — Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
Reading 4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
Craft and Structure
RL 12.4 — Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the impact of
specific word choices on meanings and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include
Shakespeare as well as other authors.)
RI 12.4 — Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course of
a text (e.g., how Madison defines faction in Federalist No. 10.).
Reading 5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
Reading 6
Assess how point of view or purpose shapes the content and
style of a text.
RL 12.5 — Analyze how an author’s choices concerning how to structure a
text, order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise.
RI 12.5 — Analyze in detail how an author’s ideas or claims are developed and
refined by particular sentences, paragraphs, or larger portions of a text (e.g., a
section or chapter).
RL 12.6 — Analyze a particular point of view or cultural experience reflected
in a work of literature from outside the United States, drawing on a wide
reading of world literature.
RI 12.6 — Determine an author’s point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or purpose.
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Reading 7
Integrate and evaluate content presented in diverse formats and
media, including visually and quantitatively, as well as in words.
Integration of Knowledge and Ideas
RL 12.7 — Analyze multiple interpretations of a story, drama, or poem (e.g.,
recorded or live production of a play or recorded or novel or poetry),
evaluating how each version interprets the source text. (Include at least one
play by Shakespeare and one play by an American dramatist.)
RI 12.7 — Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
Reading 8
Delineate and evaluate the argument and specific claims in a text, RI 12.8 — Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance
assessing whether the reasoning is valid and the evidence is relevant and
and sufficiency of the evidence.
sufficient; identify false statements and fallacious reasoning.
Reading 9
Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
Range and of Reading and Text Complexity
RL 12.9 — Demonstrate knowledge of foundational works of British literature,
including how two or more texts from the same period treat similar themes or
topics.
RI 12.9 — Analyze seminal British documents of historical and literary
significance including how they address related themes and concepts.
Reading 10
Read and comprehend complex literary and informational texts
independently and proficiently.
RL 12.10 — By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, in the grades 12-CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
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RI 12.10 — By the end of grade 9, read and comprehend literary nonfiction in
the grades 9–10 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
Writing 1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
Writing
Text Types and Purposes
CSS.ELA-Literacy.W.12-12.1 Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
 W 12.1a — Introduce precise, knowledgeable claim(s) from alternate or
opposing claims, and create an organization that logically sequences
claim(s), counterclaims, reasons, and evidence.



W 12.1b — Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level and
concerns.
W 12.1c — Use words, phrases, and clauses to link the major sections
of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
W 12.1d — Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in
which they are writing.

W 12.1e — Provide a concluding statement or section that follows
from and supports the argument presented.
CCSS.ELA-Literacy.W.12-12.2 Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
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Writing 2
Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through
the effective selection, organization, and analysis of content.



W 12.2a — Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
W 12.2b — Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s
knowledge of the topic.
W 12.2c — Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.

Writing 3
Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and wellstructured sequences.
W 12.2d — Use precise language and domain-specific vocabulary to
manage the complexity of the topic.
 W 12.2e — Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in
which they are writing.
 W 12.2f — Provide a concluding statement or section that follows
from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
CCSS.ELA-Literacy.W.12-12.3 Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details, and wellstructured event sequences
 W 12.3a — Engage and orient the reading by setting out a problem,
situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters,
create a smooth progression of experiences or events.


W 12.3b — Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop experiences,
events and/or characters.
W 12.3c — Use a variety of techniques to sequence events so that they
build on one another to create a coherent whole and build toward a
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May 16, 2013
particular tone and outcome (e.g., a sense of mystery, suspense, growth,
or resolution).
Writing 4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
Writing 5
Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Writing 6
Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Writing 7
Conduct short as well as more sustained research projects based
on focused questions, demonstrating understanding of the
subject under investigation.

W 12.3d — Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events, setting,
and/or characters.

W 12.3e — Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the course of the
narrative.
Production and Distribution of Writing
W 12.4 — Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W 12.5 — Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on addressing what is
most significant for a specific purpose and audience.
W 12.6 — Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
W 12.7 — Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
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Writing 8
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Writing 9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Writing 10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audiences.
W 12.8 — Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the usefulness of
each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following
a standard format for citation.
CCSS.ELA-Literacy.W.12-12.9 Draw evidence from literary or informational
texts to support analysis, reflection, and research.

W 12.9 a — Apply grades 12-12 Reading standards to literature (e.g.,
“Demonstrate knowledge of foundational works of British literature,
including how two or more texts from the same period treat similar
themes or topics.”)

W 12.9 b — Apply grades 12-12 Reading standards to literary nonfiction
(e.g., “Analyze seminal British documents of historical and literary
significance including how they address related themes and concepts.”)
Research to Build and Present Knowledge
W 12.10 — Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Speaking and Listening 1
SPEAKING AND LISTENING
Prepare for and participate effectively in a range of conversations
 CCSS.ELA-Literacy.SL.12-12.1 Initiate and participate effectively in a
and collaborations with diverse partners, building on others’
range of collaborative discussions (one-on-one, in groups, and teacherideas and expressing their own clearly and persuasively.
led) with diverse partners on grades 12–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
 SL 12.1a — Come prepared to discussions, having read and researched
material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
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Speaking and Listening 2
Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
Speaking and Listening 3
Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.

SL 12.1b — Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed.

SL 12.1c — Propel conversations by posing and responding to
questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify,
or challenge ideas and conclusions.

SL 12.1d — Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections
in light of the evidence and reasoning presented.
SL 12.2 — Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
SL 12.3 — Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
Speaking and Listening 4
Present information, findings, and supporting evidence so that
listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and
audience.
Presentation of Knowledge and Ideas
SL 12.4 — Present information, findings, and supporting evidence clearly,
concisely, and logically so that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Speaking and Listening 5
Make strategic use of digital media and visual displays of data to
express information and enhance understanding of
presentations.
SL 12.5 — Make strategic use of digital media (e.g., textual, graphical, audio,
visual, and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
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Speaking and Listening 6
Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or
appropriate.
Language 1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
SL 12.6 — Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
LANGUAGE
Conventions of Standard English
CCSS.ELA-Literacy.L.12-12.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
 L 12.1 a — Apply the understanding that usage is a matter of
convention, can change over time, and is sometimes contested.
 L 12.1 b — Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
Language 2
Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.12-12.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
 L 12.2 a — Observe hyphenation conventions.
 L 12.2 b — Spell correctly.
Language 3
Knowledge
of Language
Apply knowledge of language to understand how language
L
12.3
—
Vary
syntax for effect, consulting references (e.g., MLA Handbook)
functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading or listening.
listening.
Language 4
Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.12-12.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grades 12–12 reading and
content, choosing flexibly from a range of strategies.
 L 12.4 a — Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a sentence) as a clue
to the meaning of a word or phrase.
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Language 5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.

L 12.4 b — Identify and correctly use patterns of word changes that
indicate different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).

L 12.4 c — Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its
part of speech, or its etymology.

L 12.4 d — Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in context or in
a dictionary).
CCSS.ELA-Literacy.L.12-12.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word meanings.
 L 12.5 a — Interpret figures of speech (e.g., hyperbole, paradox) in
context and analyze their role in the text.

Language 6
Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
L 12.5 b — Analyze nuances in the meaning of words with similar
denotations.
L 12.6 — Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
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HARRISON SCHOOL DISTRICT
Curriculum Based on NJCCCS
English IV: Advanced Placement Literature and Composition
ASSESSMENTS
NJCCCS
Reading
Literature:
1, 2, 3, 4, 5,
6, 7, 10
Reading
Informative
Text:
1, 3, 7, 10
Writing:
1a, 2a, 2b,
2e, 2f, 3b,
3d 4, 5, 6, 7,
8, 9a, 10
Speaking &
Listening:
1, 4, 6
Enduring
Understandings
Literature is a reflection of
an author’s life.
Literature is a social
commentary reflective of
contemporaneous issues,
including injustices and
triumphs.
Word usage, including
tone, diction and style are
paramount to the
conveyance of an author’s
overall implicit message.
Literature contains layers
of subtext and warrants
close reading and analysis
to aid in comprehension
and overall understanding
Essential
Questions
What is literature?
Why study literature?
What makes an effective
reader?
How does an author use
literary devices and
rhetoric to convey both
implicit and explicit
themes?
How does style convey
meaning?
How can literature be a
conversation between an
author and a reader?
Diagnostic
(before)
Formative
(during)
Anticipatory Set
Questions
Active Reading
Guides
AP Test Practice
Diagnostic, Free
Response Essay
AP Practice
Comparison and
Contrast Essays,
timed (minimum 5)
AP Test Practice
Diagnostic,
Interpretive Essay
AP Test Practice
Diagnostic, multiple
choice questions
Class Discussions
Diagnostic
Assessments
Summative
(after)
Formal Essays
Oral Presentations
Poetry
Projects
AP Practice Free
Response Essay,
timed (minimum 5)
Reflective Journals
AP Practice
Interpretive Essay,
timed
Unit Essays
AP Practice Multiple
Choice Tests, timed
(minimum 6)
Unit Tests
Research Papers
Unit Projects
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Language:
3, 5, 6
of the work.
Close examination of
literature will open
discussion and may lead to
the discovery of one’s
identity.
Author’s use, language,
and style deliberately
convey a message to a
reader.
Literature is used to
explain complex subject
matter that cannot be
clearly understood via
explicit explanation.
Authors often use literary
devices, including imagery
to make a claim about a
particular subject.
Various conflicts and
lessons are often timeless
and universal.
Although language may
change over time, themes
are often timeless and
universal.
When is literature
manipulative?
Graphic Organizers
Journal Writing
Choose one title from
the AP Lit & Comp
Suggested Reading
List to write a wellwritten response from
the list of AP Lit &
Comp Free Response
KWL Charts
Discussion Questions
Note taking
Essays
Pre-Reading Activities
Journals
Pre-Tests
Open Ended
Responses
Guiding Questions
How does an author use
tone and syntax to
produce meaning?
How can an author use
characters, setting and
point of view to convey a
message?
When is a narrator
unreliable?
Why are some themes
universal and timeless?
How does our response to
conflict in literature
inform our understanding
of social and moral issues
in society?
What is the role of
archetypes in our
understanding of conflict
and the protagonist’s
reaction to conflict?
What role does chaos play
in the creative process?
Classic literature is
How does characterization
timeless, universal, relevant evolve through an author’s
and indicative of cultural
establishment of
In-class discussion
Pre-writing and
Surveys
Think/Pair/Share
Activities
Oral Reading
Evaluation
Parodies
Vocabulary Activities
Poetry
Web quests
Presentations
Projects
Quizzes
Research
Teacher Observation
Tests
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May 16, 2013
and societal connections.
“community” in a work?
Web-Based
Comprehension of
universal conflicts,
struggles and themes can
lead to a discovery of
identity and an increase in
self-awareness.
How do racism, sexism,
and a lack of education
create problems for
society?
Written Assessments
Conflict between human
beings exists, has been a
benchmark of human
interaction throughout
history, and is reflected in
the writings of significant
literary figures for both
our analysis and our
reflection.
The suppression and
oppression of the female
have been ongoing tenants
of societies throughout the
ages: The plight of the
female vis-à-vis the actions
of impervious maledominated societies,
reflects man’s inhumanity
to man/woman.
Men and women present
as imperfect, flawed, and
with multiple sides to their
personalities.
How does government
oppression influence
hostility between racial,
gender, and ethnic groups?
Does everyone have a dark
side? If so, how is this
dark side manifested in
human behavior?
What attributes pertain to
being human? What is the
difference between being
alive and being human?
Is man/woman
responsible to
himself/herself or to
society?
How does literature
reflect/shape our beliefs
about good and evil?
How are social issues
involving oppression
based on class, race, and
gender expressed through
Consequently, their actions literature?
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May 16, 2013
can have both a positive
and negative impact on
themselves, their
significant others, and
societies at-large.
Social issues that are
present within a society of
men and women
oftentimes govern the
actions and reactions of
the people and, as a direct
result, the path(s) that the
society will ultimately take
in the future.
The actions and
interactions of men and
women are often viewed as
ironic and satiric in scope
and, as such, reveal one’s
true nature through
dramatic contrast of both
characters and events.
What are the values
necessary in order to
create a stable society?
How do works of
literature advocate changes
in social attitudes or in
traditions? How does the
author seek to modify the
reader’s views in regards to
these attitudes or
traditions?
How is satire used in
literature to create social
commentary?
How does an author use
humor to illustrate specific
themes in a literary work?
What is the purpose of
irony in literature?
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HARRISON SCHOOL DISTRICT
Pacing Guide
English IV: Advanced Placement Literature and Composition
UNIT
Unit 1
The Nature of
Conflict
UNIT OBJECTIVES & ENDURING UNDERSTANDINGS
Unit Objectives:
(RL) The students will read an epic poem and analyze the key characteristics of the
form, making special note of the heroic traits that began with Beowulf and have lasted
throughout time. Students will be able to see how contemporary heroes are the same
and different from this foundational piece of literature.
TIME FRAME
8 Weeks
(RL) The students will read Medieval romances and will recognize the changes the
hero has undergone from Beowulf. Students will be able to see how contemporary
heroes are the same and different from this time period.
(RL) Students will read Tennyson’s poems and compare how heroism and the
characteristics of King Arthur have evolved through the ages.
(RI) Students will read informational texts about the time period.
(W) Students will write a personal statement.
(SL) Students will work on a multimedia presentation comparing different
interpretations of the legends of King Arthur.
Enduring Understandings:
 The epic hero is the foundation for heroes in literature.
 Different cultures and time periods reward their heroes in different ways.
 Innovation and bravery are critical to both personal and political growth.
 There cannot be a hero without obstacles.
 It is critical to recognize a villain in order to recognize a hero.
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May 16, 2013
Unit 2
By and About
Women
Unit Objectives:
(RL) The students will read “The General Prologue” and one additional tale from
Chaucer’s The Canterbury Tales. Students will be able to see how characters have
developed from the Anglo-Saxon period and how religion has influenced the literature
of the Medieval time period.
8 Weeks
(RL) Students will read The Road and recognize the elements of a pilgrimage as well as
the moral choices the protagonist must make throughout the novel.
(RI) Students will read biographical information about Chaucer as well as historical
documents about the time period.
(W) Students will write an expository essay responding to the literature.
Enduring Understandings:
 Literature reflects the social and religious aspects of time.
 Allegories inspire moral teachings throughout history.
 Lessons from contemporary allegories represent the fears present in society.
 A journey as the main setting for a piece of literature symbolizes the physical
and mental state of the travelers.
 One’s personal journey is connected to the culture in which one is raised.
 Exploration is critical to the development of one’s identity.
Unit 3
The Quest for Truth
and Values
Unit Objectives:
(RL) Students will read and respond to a number of sonnets and Shakespearean
sonnets. They will be able to recognize the style and meter of these poems.
8 Weeks
(RL) Students will analyze how the sonnet has changed from the Renaissance to the
Romantic period.
(RL) Students will read a Shakespearean tragedy. Students will pay specific attention to
character motivation and societal influences. Students will watch at least one
interpretation of Macbeth and compare it to the Shakespearean text.
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May 16, 2013
(RI) Students will read literary criticism about Shakespeare’s plays as well as a number
of historical and biographical about the author and time period.
(W) Students will write Shakespearean sonnets.
(W) Students will write a compare/contrast essay on different interpretations of
Macbeth.
(SL) Students will read aloud and listen to performances of scenes from Macbeth or
another play from the time period.
Enduring Understandings:





Unit 4
Social Issues
Drama represents the social concerns of a society.
Drama displays humanity at its basic level.
Theater depicts the lifestyles of a society as well as the historical background.
The attitudes of a time period are reflected in the literature.
Poetry represents the emotions of the writer in his or her society.
Unit Objectives:
(RL) Students will read excerpts from a satire and a mock epic and comprehend how
these pieces reflect the changes that are occurring within England during the time
period.
8 Weeks
(RI) Students will read informational and non-fiction texts from the time period to
understand the influence of reason and science.
(W) Students will write a persuasive essay.
Enduring Understandings:
 Poets reflect a variety of emotions, including man’s place in the universe and
his relationship with others.
 It was customary for poets to write elaborate poems or letters to convey
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May 16, 2013

Unit 5
Humor, Satire, and
Irony
feelings.
Extended metaphors, conceits, and hyperbole are popular figurative devices
which demonstrate emotional and physical outpourings.
Unit Objectives:
8 Weeks
(RL) Students will read and analyze a number of the poets from the Romantic Period.
They will be able to define the term “ode” and identify different techniques used by
the authors which reflect romanticism.
(RL) Students will read Frankenstein and understand how it both reflected and rejected
the ideas of the Romantics. Students will analyze how Mary Shelley represented nature
and the imagination.
(RI) Students will read informational text about the literature. They will also read
literary criticism.
(W) Students will write a research paper.
Enduring Understandings:




Wars and revolutions inspire poets to undergo a change in what they try to
convey in their poetry.
People considered humans to be good and decent until they were corrupted by
various elements of society, including economics, religion, education, and
government.
Artists were inspired by nature’s beauty, and dreams were considered a
clarification of reality.
The poet dignifies the common man and women as well as the child.
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 1-The Nature of Conflict
UNIT GOAL(S):
DURATION:
(RL) The students will read Macbeth and analyze the key characteristics of conflict, making special note of the 8 Weeks
heroic traits that began with this character and lasted throughout time.
(RL) Students will read and be able to note how contemporary heroes and anti-heroes are the same and
different from all time periods.
(RL) Students will read sonnets and compare how themes are universal.
(RI) Students will read informational texts about the time period of a particular text.
(W) Students will write a personal statement.
(SL) Students will work on a multimedia presentation comparing different interpretations of Macbeth.
NJCCCS: RL 12.1, 3, 6, 9, 10/ RI 12. 1, 2, 3, 10/ W 12. 1c, 1e, 2a-f, 3b, 3e, 4, 5, 6, 9, 10/ SL 12. 1a-b, 6
L 12. 1a-b, 2a-b, 4a-c, 5, 6
ENDURING UNDERSTANDINGS:

Conflict between human beings exists,
has been a benchmark of human
interaction throughout history, and is
reflected in the writings
ESSENTIAL QUESTIONS:

What is the definition of conflict?

In what ways has conflict differed throughout history?

How does our response to conflict in literature inform our understanding of
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May 16, 2013
of significant literary figures for both
our analysis and our reflection.

Different cultures and time periods
reward and punish the nature of conflict
in different ways.

Our response to conflict in literature
strongly correlates to our understanding
of societal and morality issues.

Chaos plays an integral role in the
creative process.
social and moral issues in society?

What is the role of archetypes in our understanding of conflict and the
protagonist’s reaction to conflict?

What role does chaos play in the creative process?
Content, Concepts and
Skill
Instructional Materials
and Resources
Instructional Strategies
How does conflict drive
the plot in literature?
Analyze and interpret
literature
Macbeth
Reading Warm-Ups
East of Eden
Vocabulary Warm-Ups
How do characters reach
resolution and is the
resolution of
conflict productive or
destructive?
Analyze and interpret
informational text
The Making of a Poem: A
Norton Anthology of Poetic
Forms
Independent Work
Guiding Question
What is the protagonist’s
viewpoint?
Analyze and interpret
poetry
Cite textual evidence when
responding to open-ended
questions
Can one empathize with
the characters in the works
The writing process
examined?
Major American Poets
An Anthology of Short
Stories
Whole Class Instruction
Assessments
Multiple-Choice Tests and
Quizzes
Short Answer Tests and
Quizzes
Formative Assessments
Formal and In-Formal
Writing
In-Class Discussion
Projects
Discussion Questions
In-Class Activities
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May 16, 2013
How do culture and
politics affect the
resolution of conflict
in the works of literature?
Expository writing
Graphic Organizers
Content and organization
in writing
Literary Analysis Activities
Is the classic archetype of
good vs. evil, as
represented in literature,
still relevant in today’s
society?
Make predictions
Group and Partner work
Figurative Language
Paraphrase
How does the behavior of
characters in the core
works range from heroic
to anti-heroic?
How do the character’s
actions in the work reflect
the attitudes of current
political leaders?
How do certain characters’
viewpoints address good
and evil in the works
under study?
How have students’ ideas
of heroism and good and
evil changed as a result of
studying the literature?
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 2-By and About Women
UNIT GOAL(S):
(RL) Students will be able to see how female characters have developed from the ages and have influenced
literature.
(RL) Students will recognize the moral choices the female protagonist must make throughout a novel.
DURATION:
8 Weeks
(RI) Students will read biographical information about authors as well as historical documents about the time
period.
(W) Students will write an expository essay responding to literature
NJCCCS:
RL 12. 1, 2, 3, 5/ RI 12. 5/ W 12. 1.a, e, 3.d, 4, 5/ SL 12. 1/ L 12. 3, 4.a, 6
ENDURING UNDERSTANDINGS:
ESSENTIAL QUESTIONS:



Chaucer’s The Canterbury Tales displayed
the social and religious aspects of the
Middle Ages.

What role does characterization play in writing?

What does satire reveal about medieval literature?
Allegories inspire moral teachings not only
for the Middle Ages, but also for future
generations.

How is allegory used to teach a moral lesson through symbolism?

How do the characteristics of a ballad form a narrative?
Lessons from contemporary allegories like
The Road represent the fears present in
contemporary society.

How are the concerns of medieval society the same as the concerns of
contemporary society?
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May 16, 2013
Guiding Question
Content, Concepts and
Skill
Instructional
Materials and
Resources
Instructional
Strategies
What are the primary
characteristics of the
medieval period and how
they are reflected in the
literature of the period?
Literary Form:
Core Texts:
Reading Warm-Ups
Frame stories
Vocabulary Warm-Ups
How does Geoffrey
Chaucer use direct and
indirect characterization to
create the pilgrims in The
Canterbury Tales?
Breaking down and
analyzing difficult
sentences, using context
clues, summarizing, and
understanding dialect
The Canterbury Tales
“General Prologue” and
one additional tale from
the textbook: “The
Pardoner’s Tale” or
“The Wife of Bath’s
Tale”
How are Chaucer’s
pilgrims a reflection of the
age?
How is Chaucer’s use of
humor effective?
How does the man’s
journey in The Road
compare to the journey of
the pilgrims?
How do the man and his
son in The Road make
moral choices in the face
of their destroyed world?
Reading Strategies:
Literary Analysis:
*The Road Cormac
McCarthy
“Lord Randall”
Characterization (Direct
and Indirect), Medieval
romance, and folk ballads
Bob Dylan “Hard Rains
a Gonna Fall”
Writing:
Honor’s Additional:
expository essay
The second tale from
the textbook
Vocabulary:
Solicitous, garnished,
absolution, commission,
sanguine,
avouches,prevarication,
assay, adjure, feigned,
Independent Work
Whole Class Instruction
Assessments
Multiple-Choice Tests
and Quizzes
Short Answer Tests and
Quizzes
Formative Assessments
Formal and In-Formal
Writing
In-Class Discussion
Projects
Discussion Questions
Benchmark / Common
Assessment
In-Class Activities
Graphic Organizers
Literary Analysis
Activities
Group and Partner work
Additional ballads from
above choices
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May 16, 2013
How are moral choices
affected by society?
adroitly, largesse,
righteous, entreated, peril,
interred
How does “Lord Randall”
compare to “Hard Rains a
Gonna Fall”?
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 3-Celebrating Humanity
UNIT GOAL(S):
(RL) Students will read and respond to a number of sonnets and Shakespearean sonnets. They will be able to
recognize the style and meter of these poems.
(RL) Students will analyze how the sonnet has changed from the Renaissance to the Romantic period.
(RL) Students will read a Shakespearean tragedy. Students will pay specific attention to character motivation
and societal influences. Students will watch at least one interpretation of Macbeth and compare it to the
Shakespearean text.
(RI) Students will read literary criticism about Shakespeare’s plays as well as a number of historical and
biographical about the author and time period.
(W) Students will write Shakespearean sonnets.
(W) Students will write a compare/contrast essay on different interpretations of Macbeth.
(SL) Students will read aloud and listen to performances of scenes from Macbeth or another play from the time
period.
NJCCCS:
RL 12. 1, 2, 3, 4, 5, 7, 10/ RI 12. 2, 6, 7/ W 12. 1, 2, 3, 4, 5, 7, 8, 10/ SL 12. 4, 5/ L 12. 1, 3, 4, 5, 6
ENDURING UNDERSTANDINGS:
DURATION:
8 Weeks
6 Weeks Honor’s
ESSENTIAL QUESTIONS:

Renaissance writers took interest in
human life and the individual person.

How do the elements of a sonnet, lyric poem, pastoral poem, metaphysical poem
contribute to the meaning of the poem?

Drama developed and flourished during
the Renaissance.

How do simile and metaphor contribute to the meaning of the literary work?

How do the elements of theme, imagery, plot, argument, and conflict contribute
to the analysis of a work of literature?
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May 16, 2013

Theater during the Renaissance depicted
not only the lifestyles of the society but
also the historical background of British
history.

How effective are hyperbole and satire as literary elements?

What is the archetypal progression from a hero to a tragic figure in
Shakespeare’s Macbeth?

The attitudes of the time period were
reflected in the literature.

How do the conventions of the theater reinforce the meaning of the play?

The meaning represented in the sonnet
has changed.

How does a comedy differ from a tragedy?
Guiding Question
What characteristics
identify the Elizabethan
period?
Content, Concepts and
Skill
Instructional Materials
and Resources
Instructional Strategies
Literary Form:
Core Texts:
Reading Warm-Ups
Drama
Choose two Spenser
sonnets from the
following: “Sonnet 1,”
“Sonnet 35,” “Sonnet
75,” “Sonnet 31,”
“Sonnet 39”
Vocabulary Warm-Ups
Formative Assessments
Formal and In-Formal
Writing
Choose two
Shakespearean sonnets
from the following:
“Sonnet 29,” “Sonnet
106,” “Sonnet 116,”
“Sonnet 130”
In-Class Discussion
Projects
Sonnet VII: “How Soon
Hath Time,” and Sonnet
Literary Analysis
Activities
Reading Strategies:
How are those
characteristics reflected in
Paraphrasing, identifying
the literature of the
with the speaker of a
period?
poem, relating structure
Why are the subjects and to theme, usual textual
themes of Shakespearean aids, reading verse for
plays as relevant today as meaning, reading between
they were in
the lines, using your
Shakespeare’s day?
senses, inferring beliefs of
the period
What elements in tragic
plays such as Macbeth
Literary Analysis:
distinguish them as
Shakespearean tragedy?
The sonnet and the
Independent Work
Whole Class Instruction
Assessments
Multiple-Choice Tests
and Quizzes
Short Answer Tests and
Quizzes
Discussion Questions
In-Class Activities
Graphic Organizers
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May 16, 2013
How do characters in
Macbeth compare with
characters in other classic
works and with real-life
persons (e.g., friends,
teachers, celebrities,
politicians)?
Shakespearean sonnet,
Elizabethan drama, blank
verse, conflict, imagery,
and Shakespearean
tragedy
Writing:
What type of
Creative writing-sonnets
organization characterizes
the sonnet?
Compare and contrast
essay
What is the significance
of the figurative language Vocabulary:
(e.g., metaphor) used in a Deign, assay, devise, wan,
sonnet?
languished, balm, scope,
sullen, chronicle,
How would you identify
prefiguring, impediments,
Wordsworth’s use of
alters, valor, reasons,
figurative language?
imperial, liege, sovereign,
augment, palpable,
How has the form of the stealthy, multitudinous,
sonnet changed?
equivocate,
predominance,
What are the similarities
indissoluble, dauntless,
and differences between
jocund, infirmity,
Spenser, Shakespeare,
malevolence, pernicious,
Milton, and Wordsworth? judicious, sundry,
intemperance, avarice,
What personal symbols
credulous, perturbation,
serve as metaphors for
pristine, clamorous,
your life?
harbingers
XIX: “When I Consider”
John Milton
Group and Partner work
“The World Is Too Much
With Us” and “London,
1802” William
Wordsworth
The Tragedy of Macbeth
Honor’s Additional:
Additional Spenser and
Shakespearean sonnets
Excerpts from Utopia
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 4-Enlightenment
UNIT GOAL(S):
DURATION:
(RL) Students will read excerpts from a satire and a mock epic and comprehend how these pieces reflect the
changes that are occurring within England during the time period.
Honor’s Only Unit
6 Weeks
(RI) Students will read informational and non-fiction texts from the time period to understand the influence of
reason and science.
(W) Students will write a persuasive essay.
NJCCCS: RL 12. 4, 6, 9/ RI 12. 9/ W 12. 2a, 3, 5
SL 12.1
L 12. 1, 1b, 4a, 5
ENDURING UNDERSTANDINGS:
 The seventeenth century brought about
many changes in England, such as
religious struggle between factions and
economic struggle of Charles I.

Poets reflect a variety of emotions,
including man’s place in the universe
and his relationship with others.
ESSENTIAL QUESTIONS:

How does the literature of the 1600’s reflect the relationship between church
and state in England?

What does poetry tell us about the connections between physical and spiritual
love? Do these same issues apply today?
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May 16, 2013

It was customary for poets to write
elaborate poems or letters to convey
feelings.

Extended metaphors, conceits, and
hyperbole are popular figurative devices
which demonstrate emotional and
physical outpourings.
Guiding Question
What are the major
characteristics of the
eighteenth century and
how they are reflected in
the literature of the
period?
Content, Concepts and
Skill
Instructional Materials
and Resources
Instructional Strategies
Literary Form:
Core Text:
Reading Warm-Ups
The essay
John Donne-“Song” and
“A Valediction:
Forbidding Mourning”
Vocabulary Warm-Ups
Excerpts from Jonathan
Swift’s Gulliver’s Travels
Whole Class Instruction
Formative Assessments
Formal and In-Formal
Writing
Excerpts from Alexander
Pope’s An Essay on Man
and The Rape of the Lock
In-Class Discussion
Projects
Discussion Questions
Benchmark / Common
Assessment
Honor’s Additional:
In-Class Activities
*Full text of Jonathan
Swift Gulliver’s Travels
Graphic Organizers
Reading Strategies:
Recognizing the speaker’s
situation and motivation,
interpreting, recognizing
an author’s purpose, and
establishing a purpose
How does Jonathan
Swift’s use of satire in
Gulliver’s Travels reflect his
discontent with the
politics and religion of his
day and why is his satire
Literary Analysis:
effective?
Metaphysical poetry,
How would you define a satire, and the mock epic
mock epic and identify
characteristics of this
Writing:
poetic type in Alexander
Persuasive essay
Pope’s Rape of the Lock?
Independent Work
Assessments
Multiple-Choice Tests
and Quizzes
Short Answer Tests and
Quizzes
Literary Analysis
Activities
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May 16, 2013
Vocabulary:
How have language and
the nature of words
changed?
How would you identify
similarities in seventeenth
century prose and
modern prose?
Group and Partner work
Profanation, laity,
trepidation, breach,
contention, intermit,
covetousness, conjecture,
expostulate, schism,
expedient, habituate,
odious, stoic, disabused,
obliquely, plebeian,
destitute, assignations
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 5-Rebels, Dreamers, and the Imagination
UNIT GOAL(S):
DURATION:
(RL) Students will read and analyze a number of the poets from the Romantic Period. They will be able to
define the term “ode” and identify different techniques used by the authors which reflect romanticism.
6 Weeks
(RL) Students will read Frankenstein and understand how it both reflected and rejected the ideas of the
Romantics. Students will analyze how Mary Shelley represented nature and the imagination.
6 Weeks Honor’s (The
honor’s class reads two
novels in this unit)
(RI) Students will read informational text about the literature. They will also read literary criticism.
(W) Students will write a research paper.
NJCCCS:
RL 12. 1, 4, 5/ RI 12. 3, 6/ W 12. 1a, 1e, 3, 3b, 3c, 3d, 7, 8, 9, 9a/ SL 12. 1 / L 12. 1a, 4a, 4b, 4d, 5, 5a, 5b
ENDURING UNDERSTANDINGS:
 The cultural movement of Romanticism rejects
rationalism to embrace a new perspective in the face of
the French Revolution.

People considered humans to be good and decent until
they were corrupted by various elements of society,
including economics, religion, education, and
government.
ESSENTIAL QUESTIONS:

What causes Romantics to reject the ideas of the Age of
Reason?

How do poets use figurative language to express themselves
during the Romantic period?

How do elements of the supernatural influence thought?
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May 16, 2013

Artists were inspired by nature’s beauty, and dreams
were considered a clarification of reality.

The poet dignifies the common man and women as well
as the child.

Preoccupation with folklore and the Middle Ages
increased the use of archaic language and sentiments
while in contrast, technological advances helped fuel the
ideas for Gothicism.
Guiding Question
How would you identify
the primary
characteristics of the
Romantic Period and
how those characteristics
are reflected in the
literature of the period?
How do you define the
term ode?
What aspects of the ode
are evident in the odes of
poets such as Percy
Bysshe Shelley and John
Keats?
How does The Rime of the

How do the ideas of pushing or exceeding the limits of life and
death, popular during Romanticism, influence the fiction of
today?
Content, Concepts and
Skill
Instructional Materials
and Resources
Instructional Strategies
Literary Form:
Core Texts:
Reading Warm-Ups
Lyric Poetry
*Mary Shelley Frankenstein Vocabulary Warm-Ups
Reading Strategies:
Samuel Taylor Coleridge
“The Rime of the
Ancient Mariner”
Translating dialect, using
visuals as key to meaning,
analyzing poetic effects,
At least two poems from
responding to imagery
the following authors:
Lord Byron, Percy
Literary Analysis:
Bysshe Shelley, and John
Keats
Dialect, symbols, the
Gothic tradition, poetic
sound devices, figurative
language, imagery,
Honor’s Additional:
*Jane Austen Pride and
Independent Work
Whole Class Instruction
Assessments
Multiple-Choice Tests
and Quizzes
Short Answer Tests and
Quizzes
Formative Assessments
Formal and In-Formal
Writing
In-Class Discussion
Projects
Discussion Questions
Research paper
In-Class Activities
Graphic Organizers
Literary Analysis
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May 16, 2013
Ancient Mariner use
imagery to create
atmosphere and express
theme?
How do you distinguish
the early Romantics
(Wordsworth, Coleridge)
with the later ones
(Byron, Shelley, and
Keats)?
the ode
Writing:
Prejudice
Activities
Group and Partner work
Research paper
Vocabulary:
Appendage, acceded,
platitude, phantasm,
incitement, averred,
sojourn, expiated,
reverence, sinuous,
tumult
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 6-Progress, Decline, and Social Reform
UNIT GOAL(S):
DURATION:
(RL) Students will read a number of Victorian poets and explain how imagery and figurative language express
the meaning of a poem. Students will be able to see the differences between the Romantic and Victorian
poets.
4 Weeks
(RL) Students will read excerpts from some of the great novels of the Victorian age. They will be able to
identify how the authors expressed the relevant social issues of the period.
6 Weeks Honor’s (The
honor’s class reads two
novels)
(RI) Students will read literary criticism and other biographical information about the authors and time period.
(W) Students will write a biographical essay about a Victorian author.
NJCCCS:
RL 12. 1, 2, 3
RI 12. 1, 3, 5
W 12. 1, 1a, 1d, 2, 7, 8
SL 12. 1
L 12. 3, 4a, 4c, 4d, 6
ENDURING UNDERSTANDINGS:

Literature criticizes the industrial and
moralistic society.
ESSENTIAL QUESTIONS:

How do the elements of a sonnet or lyric poem contribute to the meaning of the
poem?
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May 16, 2013


The historical and cultural events of an
age influence the literature.
Industrialization, imperialism, and
materialism are major influences on
literature.
Guiding Question
What are some of the
distinctive characteristics
of the Victorian period
and how they are
reflected in the literature
of the period?
How do the Victorian
poets use imagery and
figurative language to
develop characters and
events and to express the
meaning of a poem?
How do you recognize

How are plot and setting used as foils for characterization?

How does literature provide insight into the values, customs, and conditions of
the time?

How do writers portray their time periods realistically?

How does literature influence social reform?

How did industrialization, imperialism, and materialism influence the writer?
Content, Concepts and
Skill
Instructional Materials
and Resources
Instructional Strategies
Literary Form:
Core Texts:
Reading Warm-Ups
The novel
Robert Browning “My
Last Duchess,” “Life in
Love,” and “Love
Among the Ruins”
Vocabulary Warm-Ups
Elizabeth Barrett
Browning “Sonnet 43”
Formative Assessments
Formal and In-Formal
Writing
In-Class Discussion
Projects
Discussion Questions
Benchmark / Common
Assessment
Reading Strategies:
Judging a poet’s message,
making inferences,
recognizing the writer’s
purpose, distinguishing
emotive and informative
language
Literary Analysis:
Charles Dickens from
Hard Times
Charlotte Bronte from
Independent Work
Whole Class Instruction
Assessments
Multiple-Choice Tests
and Quizzes
Short Answer Tests and
Quizzes
In-Class Activities
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May 16, 2013
the differences between
the ideologies of the
Romantic period and this
period?
The speaker in poetry,
dramatic monologue, the
novel and social criticism,
journalistic essay
Jane Eyre
Graphic Organizers
Matthew Arnold “Dover
Beach”
Literary Analysis
Activities
What are the defining
characteristics of the
dramatic monologue?
Writing:
Rudyard Kipling “The
Widow at Windsor”
Group and Partner work
How do Victorian
novelists express the
social issues of the day in
their works?
Vocabulary:
How are the relationships
between writers and the
way they use humor
reflected in literature?
How does the social
consciousness in the
works reflect this period?
biographical essay
Diffusive, churls, waning,
furrows, countenance,
officious, munificence,
dowry, eludes, vestige,
sublime, minions.
Monotonous, obstinate,
adversary, indignant,
approbation, obscure,
comprised, sundry,
requisites, sanction,
exonerate, melancholy,
indolence, depredation
James Berry “From Lucy:
Englan’ Lady,”
“Freedom,” and “Time
Removed”
Honor’s Additional:
*Emily Bronte Wuthering
Heights
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May 16, 2013
HARRISON SCHOOL DISTRICT
English IV: Advanced Placement Literature and Composition
Unit 7-Modernism
UNIT GOAL(S):
DURATION:
(RL) Students will read a number of short stories and identify the main characteristics of the modern era and
the ways these characteristics are reflected in the literature. Students will also be able to compare the characters
to real-life people and situations.
6 Weeks
4 Weeks Honor’s
(RL) Students will read 1984 and decipher the ways Orwell represents the government. Students will be able to
make comparisons to political unrest in other time periods, including their own.
(RL) Students will read a number of modern poets and continue to explain the poetic devices that express the
author’s meaning. Students will also be able to make comparisons to the poets read throughout the course.
(RI) Students will read non-fiction propaganda and understand the author’s message.
(W) Students will write personal responses to the selections, relating to the authors.
(W) Students will write responses to literary criticism.
NJCCCS:
RL 12. 1, 2, 3, 4, 5
RI 12. 2, 3, 4
W 12. 1, 2, 4, 5, 7, 8, 10
SL 12. 1
L 12. 1a, 1b, 2, 2d, 3a, 4, 4a, 4b, 4d, 5, 6
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May 16, 2013
ENDURING UNDERSTANDINGS:

British legislation during the early 1900’s
attempted to bridge the gap between the
rich and poor. Writers reflected the
struggles between the classes.

Women sought equal rights, and
compulsory elementary education for
both sexes increased the number of
literate—though not necessarily educated
citizens.

Many writers left their homeland after
WWI because when Victorianism fell out
favor, they felt rejected.

Poetry reflected both Romantic and
Realistic elements along with new forms
such as imagism and symbolism. T.S.
Eliot’s “The Wasteland” expresses man’s
disillusionment in response to the war.

Poets and fiction writers experimented
with the stream of consciousness
technique as means of psychological
exploration of their characters.
ESSENTIAL QUESTIONS:

What caused people to challenge British rule during the Modern Age?

How did British writers respond to the political and social upheaval of the
Modern Age?

How is women’s suffrage reflected in Modern literature?
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May 16, 2013
Guiding Question
What are the main
characteristics of the
modern era and how are
they reflected in the
literature?
Content, Concepts and
Skill
Instructional Materials
and Resources
Instructional Strategies
Literary Form:
Core Texts:
Reading Warm-Ups
The short story
William Butler Yeats
“When You Are Old,”
“The Lake Isle of
Innisfree,” “The Wild
Swans at Coole,” “The
Second Coming,” and
“Sailing to Byzantium”
Vocabulary Warm-Ups
Reading Strategies:
Applying literary
background, interpreting,
recognizing the writer’s
attitude, identifying main
points and support,
summarizing, picturing
the action and the
What do the characters in a situation, questioning,
responding to characters,
modern novelist reflect
about the rapidly changing evaluating characters’
society in which they live? decisions, and challenging
the text
How do the characters and
events described in
Literary Analysis:
modern short stories
compare to real-life people Symbolism, modernism,
and situations?
theme, irony, speech,
diction and style, plot
What type of discord
devices, point of view:
pervades the works of the
modern experimentation,
war poets and how would
theme and symbol, voice,
you make a personal
connection?
first-person narrator,
static and dynamic
How does the postmodern poet’s use of
imagery and figurative
language differ from the
way the poets of the
previous generation used
those devices?
T.S. Eliot “Preludes,”
“Journey of the Magi,”
and “The Hollow Men”
George Orwell
“Shooting an Elephant”
Independent Work
Whole Class Instruction
Assessments
Multiple-Choice Tests
and Quizzes
Short Answer Tests and
Quizzes
Formative Assessments
Formal and In-Formal
Writing
In-Class Discussion
Projects
Discussion Questions
Benchmark / Common
Assessment
In-Class Activities
Graphic Organizers
*George Orwell 1984
Literary Analysis
Activities
Sir Winston Churchill
“Wartime Speech”
Group and Partner work
Mahandas K. Gandhi
“Defending Nonviolent
Resistance”
Seamus Heaney
“Follower” and “Two
Lorries”
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May 16, 2013
What is a personal causeeffect relationship?
characters, prophetic
essay
Eavan Boland “Outside
History”
What type of shift comes
as modernist thought in
the writings of this period?
Writing:
Joseph Conrad “The
Lagoon”
How would you trace
philosophical thought
across several periods in
British literature?
What kinds of changes
have produced the
contemporary literature of
Britain?
Personal responses to
literature
Analysis of literary
criticism
Vocabulary:
Clamorous, conquest,
anarchy, conviction,
paltry, artifice, galled,
refractory, dispensation,
supplication, tumid,
sequestered,
topographical, affinities,
prenatal, intrigues,
intimidated, endurance,
formidable, invincible,
retaliate, disaffection,
diabolical, extenuating,
excrescence, furrow,
nuisance, inklings,
mortal, ordeal, portals,
invincible, propitiate,
conflagration, august,
imperturbable, litanies,
garrulous, derided
James Joyce “Araby”
Virginia Woolf “The
Lady in the Looking
Glass: A Reflection”
V.S. Naipaul “B.
Wordsworth”
Anita Desai “A Devoted
Son”
Arthur C. Clarke from
“We’ll Never Conquer
Space”
Honor’s Additional:
Additional selections
from Unit 6 in the
textbook.
*George Orwell Animal
Farm
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May 16, 2013
HARRISON SCHOOL DISTRICT
Special Education Modifications /Accommodations
English IV
In addition to the specific modifications noted in a student’s IEP, the following accommodations may be implemented as
needed to enable special education students to meet with success.
Instructional Accommodations/Modifications:
1.
Use an alternative instructional method to address individual learning styles.
2.
Use directed reading activity – provide Study Guides.
3.
Use guided reading lesson.
4.
Teach strategies for using context clues.
5.
Provide additional time to complete assignment.
6.
Organize an exercise to reinforce and review lesson content.
7.
Break task down and provide guidance through steps needed for task.
8.
Allow additional processing time.
9.
Check for understanding of direction and/or concepts.
10.
Check organization of notebook/planner.
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May 16, 2013
11.
Check content of notes for accuracy.
12.
Photocopy notes and/or provide extended time to write notes.
13.
Modify length of assignment.
14.
Provide advance notice for upcoming test/projects.
15.
Encourage participation and provide positive feedback.
16.
Prompt student to stay on task.
17.
Modify seating arrangement.
18.
Provide written directions to reinforce oral directions.
19.
Have student verbalize steps in a mathematical process.
20.
Provide a calculator to assist in computing math problems.
21.
Allow use of a laptop or computer/assistive technology.
22.
Encourage student to highlight/ color code notes.
23.
Have students discuss/write brief summaries of chapters.
24.
Provide manipulative materials to reinforce concepts presented.
25.
Provide computer access for assignments.
26.
Avoid oral reading in group situations.
27.
Encourage, but do not force, oral reading.
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May 16, 2013
28.
Provide written cues during lecture/discussion.
29.
Provide student with a second set of textbooks for home use.
30.
Provide one-on-one instruction.
Testing & Grading Accommodations
31.
Do not penalize for spelling errors.
32.
Administer tests orally.
33.
Allow student to re-take tests as appropriate.
34.
Provide extra time for test.
35.
Provide test with modifications.
36.
Allow open book or open note tests
37.
Repeat, clarify, or reword directions.
38.
Provide a word bank for test.
39.
Utilize help period for testing.
40.
Allow use of mnemonic techniques during testing.
41.
Provide student with an alternate setting for test administration.
42.
Utilize an alternative assessment.
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May 16, 2013
43.
Utilize an individual grading system, providing the accommodation is a requirement of the student's IEP.
Social & Emotional Accommodations
44.
Use a private visual cue to stop an inappropriate behavior.
45.
Refrain from reprimanding student in front of others.
46.
Maintain communication with case manager and parent.
47.
Allow student to see counselor as needed.
48.
Refer to individual behavior plan.
49.
Provide student with choices.
50.
Provide self-checking materials to student.
51.
Clearly define limits and expectations.
52.
Redirect student when off task.
53.
Provide verbal praise and reinforcement.
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May 16, 2013
HARRISON SCHOOL DISTRICT
DIFFERENTIATING INSTRUCTION
English IV Advanced Placement Literature and Composition
UNIT
Suggestions for Differentiation
List the main objective on the assignment sheet or board, but offer two or three different ways that students can learn or
master the objective.
Provide formative assessments that are graded, but not recorded, in order to provide students the opportunity to monitor
their progress and understanding.
Provide opportunities for small group discussion of homework to go over what they have learned and/or what they may
still be struggling with, and to receive feedback from their peers who may have a better understanding of the concepts
studied.
Use peer buddies in which pairs of students check each other’s readiness to begin the next task.
Offer a variety of ways students can present what they have learned: formal writing, group presentations, group debate,
video presentations, journalistic publications, animated tales, etc.
Develop a list of alternative teaching activities/assessments including, but not limited to:
Demonstrate learning using a pamphlet, brochure of newsletter.
Provide art supplies for creative student projects.
Establish an area of the classroom to display student designed work.
Have students make posters displaying key points of a lesson.
Assign students the task of creating class bulletin boards that teach one or more concepts to their classmates.
Involve the class in a unit newspaper pertaining to one unit of study in which students are responsible for articles and
sections such as news, classified ads, feature articles, lay-out, editing, art-work, etc.
Hold a mock trial.
Design advertisements for specific concepts taught.
Put a lecture on audiotape or video and offer it as an option.
Have students teach a concept or chapter to a small group of peers.
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May 16, 2013
Have students make murals, timelines, or other large-scale visuals.
Make a magazine on the topic, either alone or in small groups, ensuring that all students have a specific responsibility.
Have students search online and develop an annotated bibliography of the Websites they discover that pertain to the
topic.
Create and play board games that teach concepts.
Create and perform musical or dramatic works that explain a concept.
Offer choices for homework assignments.
Provide two or three choices for how students practice or apply what they have learned from a class lecture or
demonstration.
Have students supplement the information gleaned from their textbook with either supporting or conflicting information
from a different text or online source.
Use popular adolescent art forms (music, films, and video games) to help students apply and understand concepts.
REFERENCES
Nunley, K. (2006). Differentiating the high school classroom. Thousand Oaks, CA: Corwin Press.
Bender, W. (2008). Differentiating Instruction for students with learning disabilities: Best teaching practices for general and special educators.
Thousand Oaks, CA: Corwin Press.
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May 16, 2013