2015-2016
CURRICULUM CATALOG
English I CCSS
©2015 GLYNLYON, INC.
English I CCSS 2015
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©2015 Glynlyon, Inc.
English I CCSS 2015
Table of Contents
COURSE OVERVIEW .....................................................................................................................................................1
UNIT 1: SHORT STORY ..................................................................................................................................................6
UNIT 2: LITERARY NONFICTION .................................................................................................................................6
UNIT 3: EPIC POETRY ..................................................................................................................................................7
UNIT 4: SEMESTER REVIEW AND EXAM .......................................................................................................................7
UNIT 5: DRAMA .............................................................................................................................................................8
UNIT 6: NOVEL ..............................................................................................................................................................8
UNIT 7: POETRY ............................................................................................................................................................9
UNIT 8: SEMESTER REVIEW AND EXAM .......................................................................................................................9
UNIT 9: FINAL EXAM .....................................................................................................................................................9
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©2015 Glynlyon, Inc.
English I CCSS 2015
COURSE OVERVIEW
Students should enter this course with a foundation in fiction, drama, poetry, mythology, and nonfiction. This course will
provide them with the opportunity to build on that foundation. They will engage in in-depth analysis of more complex
literature, view that literature from its historical perspective, and connect it to other arts. They will write literary
analyses, logical arguments, informational/explanatory texts, narratives, and focused research projects. These writing
tasks will be both formal and informal. Additionally, they will engage in speaking and listening activities that use and
incorporate media and technology. As a result of the reading, writing, speaking, and listening students will do in this
course, they will grow their vocabulary and their understanding of how to communicate effectively by making skillful
choices when expressing themselves with language.
Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developed
to provide clear and consistent goals for student learning and to ensure that students have the skills they need to be
successful beyond high school. These standards define what students need to know and be able to do by the end of each
grade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasingly
more complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be both
rigorous and relevant. It must also expose students to certain critical content. In English language arts, that content
includes classic myths and stories from around the world, America’s Founding Documents, Foundational American
literature, and Shakespeare. English I students will begin their climb up this staircase of skills through their study of the
following genres:
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Short Stories: In this unit, students will gain a deeper understanding of common literary elements through the
study of selected short stories. The goal will be to teach students how to apply this understanding to their
reading, their writing, and their everyday life.
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Literary Nonfiction: Students will read a variety of nonfiction forms, including autobiography, memoir, essay,
and speech. Selections will focus on writings about growing up, education, liberty, and politics. Students will
consider the way in which each of these selections are reflective in nature and encourage readers and listeners
to look at events and ideas in a new way.
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Epic Poetry: In this unit, students will focus on epic poetry as its own genre. Students will read Homer's The
Odyssey in its entirety, as well as informational texts providing historical context, and various selections of
poetry that draw on Homer's work. As a way of further exploring the theme of the unit, "heroism," students will
also read selected works of nonfiction that address that theme from a more contemporary perspective.
•
Drama: The focus of this unit will be on drama as a literary form with an emphasis on tragedy. Students will be
introduced to philosophy by reading an excerpt from Aristotle’s Poetics. They will then read the sources for
and the text of Shakespeare's Romeo and Juliet and compare the treatment of related themes in the two plays.
•
Novel: This unit will focus on the novel as a literary form. Students will apply and expand their understanding of
literary elements as they read To Kill a Mockingbird. Students will explore a number of unifying themes as they
read the novel, including honor, courage, intolerance, and compassion and these concepts will provide the basis
for their writing, speaking, and other learning activities throughout the unit. A study of various informational
texts will illuminate the historical context of the novel.
•
Poetry: students will study the genre of poetry and its concentrated blend of sound and imagery, as well as the
personal and the universal. Students will examine poetic form, rhyme, meter, devices, imagery and language.
Students will study poems from different eras and different cultures. Students will also be introduced to
literary criticism which will provide the basis for a research project and presentation.
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©2015 Glynlyon, Inc.
English I CCSS 2015
Curriculum Content and Skill Focus
Unit 1: Short Story
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Developing reading skills: analysis, evaluation, and interpretation
Identifying explicit and implicit meaning in short stories
Analyzing literary elements: character, setting, plot, conflict, theme, point of view, suspense, dialogue
Analyzing literary devices: figurative language, imagery, mood, irony, symbol, foreshadowing
Developing writing skills - explanatory: responding to literature, developing a thesis, supporting a thesis,
composing strong introductions and conclusions, writing a literary analysis, using the writing process, targeting
an audience
Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing,
summarizing, quoting, documenting information
Participating in speaking and listening activities: collaborate discussions, research presentations
Strengthening language skills: conventions, knowledge, vocabulary acquisition and use
Unit 2: Literary Nonfiction
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Developing reading skills: analysis, evaluation, and interpretation
Identifying explicit and implicit meaning in literary nonfiction types: memoirs, autobiography, speeches, and
foundational American literature’s supporting ideas with text
Analyzing characteristics of literary nonfiction types: variety of form, personal presence, self-reflection, tone,
diction, sequencing of ideas, use of rhetoric and rhetorical strategies, historical/cultural influence, relevancy
and sufficiency of support for claims
Developing writing skills –
o narrative : incorporating sensory detail, sequencing, reflecting, peer evaluating
o explanatory: responding to literature, comparing/contrasting, revising for alignment to purpose and
audience, depth of information, and clarity and accuracy of content
o argumentative: analyzing rhetorical strategies, evaluating the validity of an argument, using
transitions, using formal and objective language, editing for conventions
Conducting research: locating information, paraphrasing, summarizing, quoting, documenting information
Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation
Strengthening language skills: conventions, knowledge, vocabulary acquisition and use
Unit 3: Epic Poetry
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Developing reading skills: analysis, evaluation, and interpretation
Identifying explicit and implicit meaning in epic poetry, contemporary poetry, and informational texts;
supporting ideas with text
Analyzing characteristics of the epic: oral tradition, hero, journey motif, mythology, simile, epithet, invocation,
foreshadowing, flashback, parallel plot
Reading for information: Cultural and historical background, interviews with contemporary heroes
Developing writing skills - narrative and argumentative: responding to literature, exploring point of view,
making a claim, supporting a claim, composing strong introductions and conclusions, using the writing process,
targeting an audience
Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing,
summarizing, quoting, documenting information
Analyzing and participating in speaking and listening activities: collaborate discussions, research
presentations, creating a power point
Strengthening language skills: conventions, knowledge, vocabulary acquisition and use
Unit 5: Drama
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Developing reading skills: analysis, evaluation, and interpretation
Identifying explicit and implicit meaning in drama, philosophical texts, source material; supporting ideas with
text
Analyzing characteristics of drama – esp. Shakespearean: comedy and tragedy, character, dialogue, chorus,
spectacle, soliloquy, aside, blank verse, iambic pentameter, allusion, foil, puns
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©2015 Glynlyon, Inc.
English I CCSS 2015
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Developing writing skills –
o explanatory: responding to literature, analyzing dramatic elements, comparing treatment of a subject
in two different mediums, identifying and incorporating textual support, revising for alignment to
purpose and audience, depth of information, and clarity and accuracy of content, formatting and
documenting according to MLA guidelines, collaborating, using the writing process
Conducting research: answering the research question, identifying shared characteristics of art across time
and cultures, evaluating the effectiveness of subject treatment in two or more mediums.
Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation
Strengthening language skills: conventions, knowledge, vocabulary acquisition and use
Unit 6: Novel
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Developing reading skills: analysis, evaluation, and interpretation
Identifying explicit and implicit meaning in fiction and nonfiction; supporting ideas with text
Reading for information: Cultural and historical background
Analyzing characteristics of fiction – esp. characters, setting, theme, style, tone, point of view, figurative
language, historical context
Developing writing skills –
o explanatory: responding to literature, comparing treatment of a subject in two different mediums,
analyzing within historical context, identifying and incorporating textual support, varying transitions,
using relevant and precise vocabulary, formatting and documenting according to MLA guidelines,
collaborating, using the writing process
o argumentative: evaluating the effectiveness of subject treatment in two or more mediums, making a
claim, supporting a claim, identifying and incorporating textual support, varying transitions, using
relevant and precise vocabulary, formatting and documenting according to MLA guidelines,
collaborating, using the writing process
Conducting research: evaluating the effectiveness of subject treatment in two or more mediums.
Analyzing and participating in speaking and listening activities: collaborate discussions, recording a speech
Strengthening language skills: conventions, knowledge, vocabulary acquisition and use
Unit 7: Poetry
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•
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Developing reading skills: analysis, evaluation, and interpretation
Identifying explicit and implicit meaning in poetry and art
Analyzing characteristics of poetry – figurative language (esp. simile, metaphor, personification, hyperbole,
idiom, onomatopoeia), poetic devices (esp. alliteration, assonance, consonance, and enjambment), rhyme,
meter, form, speaker, theme, symbol
Developing writing skills –
o explanatory: responding to literature, analyzing poetic elements, comparing and contrasting the
depiction of the same subject or scene in a literary work and another artistic medium, identifying
shared characteristics of art across time and cultures, paraphrasing, annotating, supporting with text,
using the writing process, revising for style, sentence variety, and word choice
o narrative/creative: playing with figurative language and sound devices
o argumentative: diagraming arguments, formulating a claim, supporting a claim, using the writing
process, connecting ideas in arguments, using persuasive language
Conducting research: Defining and refining a research question, evaluating sources, formulating a thesis,
synthetizing and integrating information, using MLA style guide, paraphrasing, summarizing and quoting,
incorporating digital media,
Analyzing and participating in speaking and listening activities: collaborate discussions, preparing and
presenting a multimedia presentation
Strengthening language skills: conventions, knowledge, vocabulary acquisition and use
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©2015 Glynlyon, Inc.
English I CCSS 2015
Literature List
The following are literary works students will encounter in English I CCSS:
Unit 1: Short Story
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Connell, Richard
o "The Most Dangerous Game"
Collier, Eugenia
o “Marigolds”
Tan, Amy
o “Two Kinds”
Olson, Tillie
o “I Stand Here Ironing”
Walker, Alice
o “Everyday Use”
Henry, O.
o “The Gift of the Magi”
Poe, Edgar Allan
o “The Cask of Amontillado”
Unit 2: Nonfiction
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Anegelou, Maya
o “I Know Why the Caged Bird Sings”
Kingslover, Barbra
o “Life Without Go-Go Boots”
Twain, Mark
o “Uncle John’s Farm”
Welty, Eudora
o “Eavesdropping”
Douglass, Frederick
o “Learning to Read and Write”
Mukherjee, Bharati
o “The Four-Hundred-Year-Old Woman”
Lincoln, Abraham
o “The Gettysburg Address”
King Jr., Martin Luther
o “I Have a Dream”
Wiesel, Elie
o “Hope, Despair, and Memory”
Unit 3: Epic Poetry
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Hamilton, Edith
o “Mythology”
Homer (Translated by Robert Fagles)
o The Odyssey
Parker, Dorothy
o “Penelope”
Atwood, Margaret
o “Siren Song”
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©2015 Glynlyon, Inc.
English I CCSS 2015
Unit 5: Drama
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•
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Shakespeare, William.
o Romeo and Juliet
Sophocles (Translated by Ian Johnston)
o Oedipus the King
Brooke, Arthur
o “The Tragical History of Romeus and Juliet”
Unit 6: Novel
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•
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Lee, Harper.
o To Kill a Mockingbird
Roosevelt, Franklin D.
o First Inaugural Speech
Allen, Frederick Lewis
o “Only Yesterday”
Heiman, Angie
o “What's to Become of the Mockingbird”
Unit 7: Poetry
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Sexton, Anne
o “Young”
Lourde, Audre
o “Hanging Fire”
Hughes, Langston
o “Theme for English B”
Shakespeare, William
o "Sonnet 73"
Brooks, Gwendolyn
o “The Bean Eaters”
Frost, Robert
o “The Road Not Taken”
Whitman, Walt
o “Song of the Open Road”
Dickinson, Emily
o “We Grow Accustomed to the Dark”
Millay, Edna St. Vincent
o “The Courage That My Mother Had”
Angelou, Maya
o “Caged Bird”
Walker, Alice
o “Women”
Oliver, Mary
o “The Journey”
Cisneros, Sandra
o “Cloud”
Poe, Edgar Allan
o “Annabel Lee”
o “The Bells”
Auden, William H.
o “Musee Des Beaux Arts”
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©2015 Glynlyon, Inc.
English I CCSS 2015
ENGLISH I CCSS
UNIT 1: SHORT STORY
Assignment Titles
1.
Course Overview
2.
Plot in "The Most Dangerous Game"
3.
Conflict in "The Most Dangerous Game"
4.
Project: Group Discussion of "The Most Dangerous
Game"*
5.
Vocabulary and "The Most Dangerous Game"
6.
Quiz 1
7.
Alternate Quiz 1 - Form A*
8.
Alternate Quiz 1 - Form B*
9.
Setting and "The Marigolds"
10.
Project: Dimensions of Setting
11.
Essay: Compare and Contrast Setting in Art and in
Prose
12.
Figurative Language and "The Marigolds"
13.
Quiz 2
14.
Alternate Quiz 2 - Form A*
15.
Alternate Quiz 2 - Form B*
16.
Character in "Two Kinds"
17.
Exploring Theme and Plot in "Two Kinds"
18.
Project: Expository Essay: Identifying and Exploring a
Theme in "Two Kinds"
19.
Project: Research on Chinese American Life in the
Mid-20th Century
20.
Quiz 3
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
Alternate Quiz 3 - Form A*
Alternate Quiz 3 - Form B*
Point of View in "I Stand Here Ironing"
Narrator Reliability and "I Stand Here Ironing"
Quiz 4
Alternate Quiz 4 - Form A*
Alternate Quiz 4 - Form B*
Literary Elements and Symbolism in "Everyday Use"
Irony in "The Gift of the Magi"
Mood and Suspense in "The Cask of Amontillado"
Essay: Literary Analysis of "The Gift of the Magi"
Vocabulary in "The Cask of Amontillado"
Parallel Structure
Quiz 5
Alternate Quiz 5 - Form A*
Alternate Quiz 5 - Form B*
Essay: Author Research
Special Project*
Review
Test
Alternate Test - Form A*
Alternate Test - Form B*
Glossary and Credits
16.
Historical and Literary Significance of Martin Luther
King, Jr.'s "Address at the March on Washington"
Project: Comparative Essay: An Analysis of Theme
Analysis of "Hope, Despair, and Memory" by Elie
Wiesel
Project: Rhetorical Analysis of a Speech
Project: Narrative Essay
Adverbs and Parallelism
Quiz 3
Alternate Quiz 3 - Form A*
Alternate Quiz 3 - Form B*
Special Project*
Review
Test
Alternate Test - Form A*
Alternate Test - Form B*
Glossary and Credits
ENGLISH I CCSS
UNIT 2: LITERARY NONFICTION
Assignment Titles
1.
Introduction to Literary Nonfiction
2.
Characteristics of a Memoir
3.
Analyzing Tone and Meaning
4.
Delivery and Tone in "Uncle John’s Farm" by Mark
Twain
5.
Quiz 1
6.
Alternate Quiz 1 - Form A*
7.
Alternate Quiz 1 - Form B*
8.
Analyzing Tone in Eudora Welty’s "Eavesdropping"
9.
Point of View
10.
Tone and Allusion in "A Four-Hundred-Year-Old
Woman"
11.
Quiz 2
12.
Alternate Quiz 2 - Form A*
13.
Alternate Quiz 2 - Form B*
14.
Rhetorical Strategies
15.
History and Language in the Gettysburg Address
6
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
©2015 Glynlyon, Inc.
English I CCSS 2015
ENGLISH I
CCSS
ENGLISH I CCSS
UNIT 3: EPIC POETRY
Assignment Titles
1.
Project: Research Paper: The Hero’s Journey
2.
Homer: The Father of Epic Poetry
3.
The Odyssey: Books 1 & 2
4.
The Odyssey: Books 3 & 4
5.
The Odyssey: Books 5 & 6
6.
Quiz 1
7.
Alternate Quiz 1 - Form A*
8.
Alternate Quiz 1 - Form B*
9.
The Odyssey: Books 7 & 8
10.
The Odyssey: Books 9 & 10
11.
The Odyssey: Books 11 & 12
12.
Persuasive Writing: Letter to Zeus
13.
Quiz 2
14.
Alternate Quiz 2 - Form A*
15.
Alternate Quiz 2 - Form B*
16.
The Odyssey: Books 13 & 14
17.
The Odyssey: Books 15 & 16
18.
The Odyssey: Books 17 & 18
19.
The Odyssey: Books 19 & 20
20.
The Odyssey: Books 21 & 22
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
The Odyssey: Books 23 & 24
Quiz 3
Alternate Quiz 3 - Form A*
Alternate Quiz 3 - Form B*
Project: Research Note Cards
Project: Research Outline
Project: Point of View: Re-telling a Scene*
Project: Argumentative Essay: "Who Is More
Heroic?"
Project: Slide Show: "What Makes A Hero"?
Figurative Language and The Odyssey
Quiz 4
Alternate Quiz 4 - Form A*
Alternate Quiz 4 - Form B*
Special Project*
Review
Test
Alternate Test - Form A*
Alternate Test - Form B*
Glossary and Credits
UNIT 4: SEMESTER REVIEW AND EXAM
Assignment Titles
1.
Review
2.
Exam
7
3.
Alternate Exam - Form A*
©2015 Glynlyon, Inc.
English I CCSS 2015
ENGLISH I CCSS
UNIT 5: DRAMA
Assignment Titles
1.
Introduction to Greek Theater
2.
Aristotle's Poetics
3.
Sophocles
4.
Quiz 1
5.
Alternate Quiz 1 - Form A*
6.
Alternate Quiz 1 - Form B*
7.
Oedipus the King: Prologue and Parados
8.
Oedipus the King: First Episode
9.
Oedipus the King: First Stasimon
10.
Oedipus the King: The Second Episode
11.
Quiz 2
12.
Alternate Quiz 2 - Form A*
13.
Alternate Quiz 2 - Form B*
14.
Oedipus the King: The Third Episode
15.
Oedipus the King: The Fourth Episode
16.
Oedipus the King: The Fourth Stasimon
17.
Oedipus the King: The Fifth Episode
18.
Oedipus the King: The Sixth Episode and Exodus
19.
Project: Essay: Oedipus the King*
20.
Project: Group Discussion of Picasso's "The Tragedy"
and Sophocles' Oedipus the King
21.
Oedipus the King: Vocabulary
22.
Quiz 3
23.
Alternate Quiz 3 - Form A*
24.
Alternate Quiz 3 - Form B*
25.
The Influence of Source Material
26.
The Culture and History Behind Romeo and Juliet
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
Introduction to Romeo and Juliet
Romeo and Juliet: Act I
Quiz 4
Alternate Quiz 4 - Form A*
Alternate Quiz 4 - Form B*
Romeo and Juliet: Act II
Romeo and Juliet: Act III
Romeo and Juliet: Act IV
Romeo and Juliet: Act V
Project: Essay: Oedipus, Romeo and Juliet, and
Tragedy*
Project: Essay: Fate and Free Will in Oedipus Rex
and Romeo and Juliet*
Project: Two Versions of Romeo and Juliet
Vocabulary and Romeo and Juliet
Project: Inspiration PowerPoint*
Pronoun Review and Punctuation of Appositives
and Clauses
Quiz 5
Alternate Quiz 5 - Form A*
Alternate Quiz 5 - Form B*
Special Project*
Review
Test
Alternate Test - Form A*
Alternate Test - Form B*
Glossary and Credits
ENGLISH I CCSS
UNIT 6: NOVEL
Assignment Titles
1.
Introduction to the Novel
2.
Historical Connections in To Kill a Mockingbird
3.
History During the Time of To Kill a Mockingbird
4.
Vocabulary in To Kill a Mockingbird
5.
Project: Informative Essay
6.
Project: Perspective Taking*
7.
Quiz 1
8.
Alternate Quiz 1 - Form A*
9.
Alternate Quiz 1 - Form B*
10.
Chapter 1 of To Kill a Mockingbird
11.
Chapters 2 and 3 of To Kill a Mockingbird
12.
Chapters 1-7 of To Kill a Mockingbird
13.
Chapters 8-11 of To Kill a Mockingbird
14.
Atticus and Moral Courage
15.
Jem and Major Themes
16.
Quiz 2
17.
Alternate Quiz 2 - Form A*
18.
Alternate Quiz 2 - Form B*
19.
The Novel: Word Choice I
20.
Project Essay: Character Development in To Kill a
Mockingbird
21.
The Novel: Word Choice II
22.
Points of View and Perspective
23.
Chapters 15 - 20 of To Kill a Mockingbird
8
24.
25.
26.
27.
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29.
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31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
Dill and the Trial
Chapters 21-26 of To Kill a Mockingbird
Maycomb's People
Chapters 27-31 of To Kill a Mockingbird
Characterizing Change
Quiz 3
Alternate Quiz 3 - Form A*
Alternate Quiz 3 - Form B*
Meanings, Motifs, and Metaphors
Essay: Compare and Contrast with the Scottsboro
Trials*
Project: Oral Report: Compare and Contrast the
Film and Novel Versions
Project: Songs Inspired by To Kill a Mockingbird*
Punctuation Conventions
Quiz 4
Alternate Quiz 4 - Form A*
Alternate Quiz 4 - Form B*
Special Project*
Review
Test
Alternate Test - Form A*
Alternate Test - Form B*
Glossary and Credits
©2015 Glynlyon, Inc.
English I CCSS 2015
ENGLISH I
CCSS
Assignment Titles
1.
Introduction to Poetry
2.
Perspectives on Life: Anne Sexton’s "Young" and
Audre Lorde’s "Hanging Fire"
3.
Perspectives On Life: Langston Hughes's "Theme for
English B"
4.
Perspectives on Life: Shakespeare’s "Sonnet 73"
5.
Perspectives On Life: Gwendolyn Brooks’s "The Bean
Eaters"
6.
Project: Comparative Essay*
7.
Quiz 1
8.
Alternate Quiz 1 - Form A*
9.
Alternate Quiz 1 - Form B*
10.
Finding Our Way: "The Road Not Taken" and "Song
of the Open Road"
11.
Finding the Theme: "We Grow Accustomed to the
Dark"
12.
Sound and Imagery "The Courage My Mother Had"
13.
Project: Sound Devices in Poetry*
14.
Quiz 2
15.
Alternate Quiz 2 - Form A*
16.
Alternate Quiz 2 - Form B*
17.
Theme and Form in "Caged Bird"
18.
Metaphor and Tone in Alice Walker’s "Women"
UNIT 8: SEMESTER REVIEW AND EXAM
ENGLISH
I CCSS
ENGLISH I CCSS
UNIT 7: POETRY
UNIT 9: FINAL EXAM
Assignment Titles
1.
Review
2.
Exam
Assignment Titles
1.
Exam
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
Travels in the Imagination: Identifying a Theme in
Mary Oliver's "The Journey"
Imagery and Sandra Cisneros's "Cloud"
Project: Essay: Compare and Contrast Two Poems*
Quiz 3
Alternate Quiz 3 - Form A*
Alternate Quiz 3 - Form B*
Poetry is Meant to be Heard
Project: Poetry Explication
Project: Essay: Poetry Argument
Semicolons and Spelling
Project: Poetry Research
Project: Essay: Poetry and Art*
Quiz 4
Alternate Quiz 4 - Form A*
Alternate Quiz 4 - Form B*
Special Project*
Review
Test
Alternate Test - Form A*
Alternate Test - Form B*
Glossary and Credits
3.
Alternate Exam - Form A*
2.
Alternate Exam - Form A*
(*) Indicates alternate assignment
9
©2015 Glynlyon, Inc.