English IV 2013-14 Course Map Course Title: Senior Englishbereanacadaccred.weebly.com/uploads/7/3/3/1/7331350/12_eng_cmap... · Course Map Course Title: Senior English ... Selection

English IV 2013-14 Course Map

Course Title: Senior English Duration: one year Frequency: one class period daily

Year: 2013-14 Text: Grammar and Composition Handbook (A Beka) British Literature for Christian Schools (Bob Jones) Vocabulary from Classical Roots D (Educators Publishing Service, Inc.) Course goals: Students will learn to appreciate and interpret good literature and become aware of authors’ worldviews; will become more adept at expressing themselves in creative writing as well as in following prescribed models; will study grammar essentials to apply to their writing; will increase their vocabulary through formal study of both Latin and Greek roots as well as selected key words, memorizing a few key poems, journaling. Areas to be evaluated: Student use of grammar; student comprehension and evaluation of literature, student use of vocabulary; student writing Additional activities: Research paper, various writing assignments, memorize selections Other materials: Writing Research Papers by James D. Lester; Hamlet, A Tale of Two Cities Course explanation: Senior English is a course designed to help students appreciate good English authors, from the beginning of English history up to the present time. The students learn some of the history of England as well. Seniors write a research paper as well as many smaller papers such as poetry explication and twenty-minute essays designed to help them create good essay answers. The instruction is basically a blend of literature, grammar, writing and vocabulary (second semester) in a single class hour, with some exceptions for longer discussions in literature and one class period dedicated to vocabulary testing second semester.

Unit: Vocabulary from Classical Roots D

Each lesson consists of three or four Latin or Greek roots, then a list of about ten key words. Students learn to spell the words as well as learn the definition and use of the words. They also learn the English translation of the Latin and Greek roots. Tests are weekly. A few minutes are spent each day on studying these, especially reviewing the roots.

Time frame: 1 lesson per week second semester only

Unit: Writing the Research Paper

A formal research paper done in conjunction with senior Bible class. The Bible instructor helps in the choice of topic. A syllabus

Time frame: First nine weeks of first semester: portions of some days are allowed for discussion.

prepared by the instructors with due dates for portions of the paper is used to guide the students through this difficult task. Portions of Writing Research Papers by Lester are used to assure practice in using the conventional method.

Unit: Writing Reaction Papers

Students are given instructions in planning a reaction paper to give practice for essay answers on tests. The students are given a statement, usually one with which they can disagree and they have twenty minutes to write a well constructed essay in reaction. This is done on a weekly basis.

Time frame: 20-30 minutes once a week

Unit 1: British Literature-Old English Period

Selections: 1.Study guide for introduction. Focus on political, religious, cultural influence on literature of the period. 2. “Bede” Focus on Biblical Christianity and Catholicism; sincere worship of God; and the verse technique used 3.Selections from Beowulf. Focus on storytelling, didactic use of fictional example 4.”Riddles” Focus on enjoyment, lighter reading 5. Selections from The Anglo-Saxon Chronicle Focus on the heroic ideal; understand the effects of a breakdown of national moral character

Time frame: portions of 10 days

Unit 2: British Literature--Middle English Period

Selections: 1.Study guide for introduction. Focus on political, religious, cultural influence on literature of the period 2.John Wycliffe-biographical sketch and two short excerpts. Focus on career and contribution of a great Christian hero, counterfeit religion and its effect on Christianity 3. The Canterbury Tales Focus on the link between literature and life 4. Morte d’Arthur Focus on the social concern of Mallory’s work; recognizing the moral basis of true gentility 5. Ballads Focus on literature by the common people; recognizing the call for justice in the songs


Unit 3: British Literature--Tudor Period

Selections: 1.Study guide for introduction. Focus on political, religious, cultural influence on literature of the period 2.Contrast More and Tyndale. Focus on contrasting genuine intellectuality (with humility) and intellectualism (with pride); recognizing the wrong way to persuade


3. Portion of The Book of Common Prayer Focus on the history of English Protestantism; appreciating a pattern and discipline in the form of worship; better understanding the nature of marriage as an institution ordained of God 4. Portions of The Book of Martyrs Focus on the power of the pen in furthering God’s kingdom; understanding more fully the Renaissance faith in the power of heroic examples; discerning the proper conduct of a persecuted believer; discerning the value of a life of sacrificial Christian service 5. Sonnets and poetry by Wyatt, Surrey, Sidney, Raleigh, and Spencer Focus on the relationship of creativity to poetic convention; how the formal divisions of the sonnet function to develop the poet’s thought and tone; understanding the impact of the Protestant Reformation on Elizabethan literature 6. The Faerie Queene by Spencer Focus on format of epic, allegory 7. Hamlet by Shakekspeare Focus on literary terms used in plays; identify the fatal flaw in the protagonist; appreciate excellent description and writing

Unit 4: British Literature--Stuart Period

Selections: 1. Study guide for introduction. Focus on political, social, religious and cultural influence on literature of the period 2. Selections from Bacon Focus on parallel structure, excellent writing 3. Selections from Donne Focus on serious use of wit in poetry, God’s transforming power in the life of a master poet 4. Selections from Jonson Focus on clarity, economy, and grace 5. Selections from Herbert Focus on disciplined artistry serving God, his choice of vocation following God’s leading 6. Selections from Milton Focus on excellent writing, honoring God through writing 7. Selection from Paradise Lost Focus on theme, blank verse, mock-heroic figure of Satan, happiness in following God 8. Selection from Bunyan’s The Pilgrim’s Progress Focus on allegory, discerning the value of fiction as a vehicle of truth, discerning true values


Unit 5: British Literature--Neoclassical Period

Selections: 1. Study guide for introduction. Focus on political, social, religious and cultural influence on literature of the period 2. Selections from Dryden Focus on satire, typical values and attitudes of neoclassicism 3. Selection from Defoe’s Robinson Crusoe Focus on new genre,


verisimilitude, narration, characterization 4. Selections from Addison and Steele Focus on combining strong Christian character and convictions, history of journalism 5. Selection from Swift’s Gulliver’s Travels Focus on satire, close relationship between politics and literature in this period, combination of art and didactic purpose 6.Selections from Pope Focus on heroic couplet, didacticism in writing, discerning the possibility of positive results of a physical handicap 7. Selections from Watts Focus on hymnody and its history, appreciation of great hymns 8. Selection from Thomson Focus on sound and syntax, heroic couplet, poetic diction, apostrophe, didacticism 9. Selections from John and Charles Wesley Focus on history of English Protestantism, biography and autobiography 10. Selections from Johnson Focus on first dictionary, importance of revision 11. Selection from Boswell Focus on biography, discipleship, neoclassical world view 12. Selection by Gray Focus on elegy, poetic diction, introduction of romanticism 13. Selections from Cowper Focus on study of hymn, God’s purpose in life of poet 14. Selections from Burns Focus on humor, clarity, simplicity, dialect

Unit 6: British Literature--Romantic Period

Selections: 1.Study guides for introduction Focus on political, social, cultural, and religious influence on literature of the period 2. Selections from Blake Focus on rationalism, its effects on the world in roots of modern ecumenical movement, power of poetry for evil as well as for good 3. Selections from Wordsworth Focus on folly of transcendentalism, superb poetry 4. Selection from Coleridge Focus on symbolism, clichés 5. Selections from Byron Focus on fine poetry, libertine author 6. Selections from Shelley Focus on symbol in poetry, literature 7. Selections from Keats Focus on importance of revision, idealism

Time frame: Portions of 20 days

Unit 7: British Literature--Victorian Period

1.Study guides for introduction Focus on political, social, cultural and religious influence on literature of the period 2. Selections from Carlyle Focus on dangers of “worldly


intellectualism” to the Christian faith , establish a reference point for succeeding writers 3. Selections from Tennyson Focus on poetry as the vehicle of serious religious and philosophical discussion; critical judgment of material that seems Biblically sound 4. Selections from Browning Focus on excellent poetry, dramatic monologue, soliloquy 5. Selection from Arnold Focus on effect of Victorian rationalism on religious faith 6. Selections from Rossetti Focus on exquisite poetry; example of true, Biblical Christian devotion 7.Selections from Carroll Focus on parody 8. Selection from Hardy Focus on characterization 9. Selections from Hopkins Focus on superb Christian devotional poetry 10. Selections from Housman Focus on carpe diem , simple artistry 11. Selection from Kipling Focus on excellent characterization

Unit 8: British Literature--Modern Period

1.Study guides for introduction Focus on political, religious, social, and cultural effect on the literature of the period 2. Selections from Yeats Focus on the hard work of writing 3. Selection from Lawrence Focus on modern sadness in literature 4. Selection from Woolf Focus on symbolism, theme 5. Selection from Mansfield Focus on lighter reading, genre of short story 6. Selection from MacNeice Focus on occasional verse


Unit: Grammar Unit 1 1. Identify parts of speech 2. Distinguish the parts of a sentence 3. Examine and classify the words in sentences. 4. Analyze and classify phrases and clauses in sentences 5. Generalize rules for sentences

Time frame: 45 days, a portion of each class period

Unit: Grammar Unit 2 1. identify and correct sentence fragments and run-ons in exercises in workbook 2. identify and correct errors such as dangling modifiers in exercises inn workbook 3. identify and correct errors in parallelism in exercises in workbook 4. generalize the rules for clarifying various parts of sentences to original writing


Unit: Grammar Unit 3 1. demonstrate ability to use and interpret dictionary information


2. integrate use of appropriate words in original writing 3. identify and correct errors in usage in exercises in workbook 4. generalize the rules for using clear, exact, and vivid words to original writing

Unit: Grammar Unit 4 1. review mechanics used in writing

2. generalize the rules for correct punctuation to original writing Time frame: 45 days, a portion of each class period

English IV 2013-14 Vocabulary

COURSE TITLE: English IV UNIT/TITLE: Vocabulary D GRADE LEVEL / DEPT.: Senior / English SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: One semester

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --Increase their vocabulary through the formal study of both Latin and Greek roots --Recognize key words that are constructed with the Latin and Greek roots they have studied --Integrate these skills into reading across the curriculum --Develop life-long skills in interpreting meanings of words Unit Objective: Students will: --Demonstrate understanding of new words --Integrate new words to writing --Improve reading comprehension --Improve performance on standardized tests KCCS: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based

on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

INSTRUCTIONAL METHODOLOGY

Primary means of instruction: Teacher explains the meanings, usage of words assigned each week; flash cards for Latin and Greek roots Secondary means of instruction: Workbook, self-graded Activities that support instruction: Students use words in original writing about literature or the theme around which the lesson is formulated; students and teacher vie to use words during class; spell the words

INTEGRATION Biblical: God communicates through words; knowing Latin and Greek roots often open fresh new meaning to

Biblical teaching; communicating testimonies and God’s love requires a good vocabulary Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original sentences applying the nuances of the meanings; creating original stories incorporating the words

ASSESSMENT Of student learning/work/performance (describe means): Verbal feedback, questions, weekly teacher-generated tests Of teaching effectiveness (describe means): Scores on writing assignments, tests Of unit effectiveness in contributing to course goals (describe means): Tests demonstrate comprehension and ability to use the words in context

INSTRUCTIONAL RESOURCES Primary: Vocabulary from Classical Roots D Publisher: Educators Publishing Services, Inc. Secondary: Reading across the curriculum Publisher:

English IV 2013-14 Research Paper

COURSE TITLE: Senior English UNIT/TITLE: Research Paper GRADE LEVEL / DEPT.: Senior / English SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: portions of 45 days

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --become more adept at writing using a prescribed model—formal writing --use research skills in libraries, on the internet --integrate material into an original formal essay --follow precise instructions for formatting paper Unit Objective: Students will: --write a 2000-word research paper --do research in libraries, on the internet --write a formal paper, using a guide book --incorporate both primary and secondary sources, including an interview KCCS: W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.10. 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


Primary means of instruction: Teacher directed, Handbook for reference

Secondary means of instruction: Worksheets to practice formal writing; correction of rough drafts of paper Activities that support instruction:

INTEGRATION Biblical: Learning to think at this level improves analytical skill needed for Bible study; understanding formal language broadens students’ opportunities to understanding the Bible and books about the Bible Integration of other skills: (research, writing, technological, practical application, other disciplines) Computer skills; Internet research skills; library skills

ASSESSMENT Of student learning/work/performance (describe means): Classroom discussion during instruction, rough drafts handed in for correction; some worksheets to teach particular skills Of teaching effectiveness (describe means): The final paper produced correctly Of unit effectiveness in contributing to course goals (describe means): Students’ ability to assimilate information from a variety of sources, then write in formal language, using a prescribed format

INSTRUCTIONAL RESOURCES

Primary: Writing Research Papers by James D. Lester

Publisher: Addison-Wesley Educational Publishers Inc.

Secondary: Teacher generated assignment sheet, worksheets

Publisher:

English IV 2013-14 Reaction Papers

COURSE TITLE: Senior English Reaction Paper TEACHER: Mr. Stuart Busenitz GRADE LEVEL / DEPT.: Senior English UNIT/TITLE Reaction Paper SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: Once a week during

second semester

GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --apply writing skills to original work --compose an original written argument --evaluate a statement and react to it in writing --react quickly to a “problem” statement --apply this practice to essay answers on exams Unit Objective: Students will: Become more adept at expressing themselves, taking a stand on an issue KCCS: W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning

and relevant and sufficient evidence.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.11-12.5. 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.11-12.10. 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


Primary means of instruction: Basic written and oral instructions Secondary means of instruction: Reading examples, just doing it! Activities that support instruction: Examples of excellent writing from other sources such as World magazine

INTEGRATION Biblical: Christians need to verbalize their worldviews, defend their positions in a well organized manner Level of Critical Thinking Skills (Bloom’s Taxonomy): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Integration of other skills: (research, writing, technological, practical application, other disciplines) Bible training, ethics, social training

ASSESSMENT Of student learning/work/performance (describe means): Classroom discussion after reading examples, teacher critique of both writing and analysis of argument Of teaching effectiveness (describe means): Improvement of student writing Of unit effectiveness in contributing to course goals (describe means): Student ability to analyze statement and react in correct written form

INSTRUCTIONAL RESOURCES Primary: Teacher syllabus Publisher: Secondary: Publisher:

COMMUNITY RESOURCES List organizations, guests, field trips, donations, etc.:

English IV 2013-14 Lit. Unit 1

COURSE TITLE: Senior English Literature

UNIT/TITLE: British Literature: Unit 1 The Old English Period

GRADE LEVEL / DEPT.: Senior / English

SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 10 days; taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --read and appreciate Old English writing --recognize authors’ worldviews Unit Objective: Students will: --read and understand Old English writing --appreciate the history and culture of that time period

KCCS: RL.11-12.2. 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.

RL.11-12.4. 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 meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded 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.)


Primary means of instruction: Read selections; class discussions; teacher-generated worksheets Secondary means of instruction: Excerpts of appropriate videos; drawing illustrations of parts of a story; memorize a short poem by Caedmon Activities that support instruction: Student recall of super-heroes they know from movies and stories

INTEGRATION Biblical: God’s plan for England and the English language has not been an easy one. Students need to discern that God works in spite of wrong beliefs such as Catholicism and feudalism. There was also genuine love for God demonstrated in some of the writing. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing, memorizing; drawing

ASSESSMENT Of student learning/work/performance (describe means): Teacher-generated quizzes, class discussions Of teaching effectiveness (describe means): Reaction papers, longer tests Of unit effectiveness in contributing to course goals (describe means): Students practice reading and interpreting difficult historical writing


Primary: British Literature for Christian Schools Publisher: Bob Jones Secondary: Publisher:


COURSE TITLE: Senior English Literature UNIT/TITLE: British Literature: Unit 2

The Middle English Period GRADE LEVEL / DEPT.: Senior / English SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 15 days; taught a

portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --read and appreciate Middle English writing --recognize authors’ worldviews Unit Objective: Students will: --read and understand Old English writing --appreciate the history and culture of that time period --discern the hand of God at work in England, preparing for English Bible translation --recognize the elements of our current government in the old procedures KCCS: RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text, including determining where the text leaves matters uncertain.


RL.11-12.10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

INSTRUCTIONAL METHODOLOGY Primary means of instruction: Read selections; class discussions; teacher-generated worksheets Secondary means of instruction: Excerpts of appropriate videos; act out modern versions of some of Chaucer’s tales Activities that support instruction:

INTEGRATION Biblical: God’s plan for England and the English language has not been an easy one. Students need to discern that God works in spite of wrong beliefs such as Catholicism and feudalism. There was also genuine love for God demonstrated in some of the writing. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing, memorizing; drawing





COURSE TITLE: Senior English Literature UNIT/TITLE: British Literature: Unit 3: The Middle English Period GRADE LEVEL / DEPT.: Senior / English

SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 30 days; taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --read and appreciate Middle English writing --recognize authors’ worldviews Unit Objective: Students will: --read and understand the superb writing of Shakespeare and others during the Renaissance --evaluate the history and culture of that time period --discern the hand of God at work in England, preparing for the King James Bible translation --analyze the reasons for the beginning of modern humanism and skepticism KCCS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story

or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).


RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


Primary means of instruction: Read selections; class discussions; teacher-generated worksheets; study guides for Macbeth and Hamlet Secondary means of instruction: Excerpts of appropriate videos; complete videos of Macbeth and Hamlet Activities that support instruction: Memorize lines from Shakespeare

INTEGRATION Biblical: God’s plan for England and the English language has not been an easy one. Students need to discern that God works and teaches through the didactic writing of men. There was also genuine love for God demonstrated in some of the writing. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing, memorizing; drawing


INSTRUCTIONAL RESOURCES Primary: British Literature for Christian Schools Publisher: Bob Jones Secondary: England in Literature Publisher: Scott, Foresman and Co.



The Stuart Period GRADE LEVEL / DEPT.: Senior / English SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 20 days; taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --read and understand the writing of that era --recognize authors’ worldviews Unit Objective: Students will: --read and understand the superb writing Milton, Bunyan and others during the Renaissance --evaluate the history and culture of that time period --discern the hand of God at work in England in spite of humanistic influences --analyze how achievements of great value, both spiritual and literary, can come at times of suffering and confusion KCCS: RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as




INSTRUCTIONAL METHODOLOGY Primary means of instruction: Read selections; class discussions; teacher-generated worksheets Secondary means of instruction: Excerpts of appropriate videos Activities that support instruction:


ASSESSMENT

Of student learning/work/performance (describe means): Teacher-generated quizzes, class discussions Of teaching effectiveness (describe means): Reaction papers, longer tests Of unit effectiveness in contributing to course goals (describe means): Students practice reading and interpreting difficult historical writing


Primary: British Literature for Christian Schools Publisher: Bob Jones Secondary: Publisher:.



The Neoclassical Period GRADE LEVEL / DEPT.: Senior / English SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 20 days; taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --read and understand the writing of that era --recognize authors’ worldviews Unit Objective: Students will: --read and understand satire as corrective ridicule --evaluate the history and culture of that time period --discern the hand of God at work in England in spite of humanistic influences --analyze how Christian values were at work in England KCCS: RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story

or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).



INSTRUCTIONAL METHODOLOGY Primary means of instruction: Read selections; class discussions; teacher-generated worksheets; memorize a few of Pope’s heroic couplets Secondary means of instruction: Excerpts of appropriate videos Activities that support instruction:

INTEGRATION

Biblical: God’s plan for England and the English language has not been an easy one. Students need to discern that God works and teaches through the didactic writing of men. There was also genuine love for God demonstrated in some of the writing. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing, memorizing; drawing



Primary: British Literature for Christian Schools Publisher: Bob Jones Secondary: Publisher:.


COURSE TITLE: Senior English Literature UNIT/TITLE: British Literature: Unit 6 The Romantic Period GRADE LEVEL / DEPT.: Senior English

SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 20 days; taught a portion of each class period

GOALS/OBJECTIVES

Unit goals (How unit supports course goals): Students will: --read and understand the writing of that era --recognize authors’ worldviews Unit Objective: Students will: --read and understand the beauty of the poetry written during this period --evaluate the history and culture of that time period --discern the hand of God at work in England in spite of humanistic influences --analyze how Christian values were at work in England --relate the major writers and their selections to the features of romanticism KCCS: RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as




INSTRUCTIONAL METHODOLOGY Primary means of instruction: Read selections; class discussions; teacher-generated worksheets; Secondary means of instruction: Chart contrasting neoclassicism and romanticism Activities that support instruction:






COURSE TITLE: Senior English Literature UNIT/TITLE: British Literature: The

Victorian Period Unit 7 GRADE LEVEL / DEPT.: Senior English SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 30 days; taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --read and understand the writing of that era --recognize authors’ worldviews Unit Objective: Students will: --read and understand the beauty of the poetry written during this period --evaluate the history and culture of that time period --discern the dependence of a nation’s prosperity and happiness upon its faithfulness to God --analyze how Christian values were at work in England --relate the major writers and their selections to the features the Victorian era KCCS: RL.11-12.2. 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.

RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the

choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.



Primary means of instruction: Read selections; class discussions; teacher-generated worksheets; Secondary means of instruction: Activities that support instruction:






COURSE TITLE: Senior English Literature UNIT/TITLE: British Literature: The

Modern Period Unit 8 GRADE LEVEL / DEPT.: Senior English SEMESTER: Second DATE OF REVISION: 2013-14 LENGTH OF UNIT: 15 days; taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will: --read and understand the writing of that era --recognize authors’ worldviews Unit Objective: Students will: --read and appreciate samples of the writing of this era --evaluate the history and culture of that time period --discern the dependence of a nation’s prosperity and happiness upon its faithfulness to God and the tragic consequences when it forgets Him --analyze how Christian values were at work in England

KCCS: RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as





Primary means of instruction: Read selections; class discussions; teacher-generated worksheets; Secondary means of instruction: Activities that support instruction:





English IV 2013-14 Gr. Unit 1

COURSE TITLE: Senior English UNIT/TITLE: Grammar Unit I GRADE LEVEL / DEPT: Senior / English SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 45 days; Taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --identify parts of speech

--distinguish the parts of sentences in original work --examine and classify each word in a sentence --analyze and classify phrases and clauses in a sentence --generalize the rules for finding various parts of sentences to original writing Kansas Common Core Standards: L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.


Primary means of instruction: Direct instructions and discussion Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, workbook exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences.

INTEGRATION Biblical: Discuss how language is used to communicate God’s truth verbally and in written form. The Bible is easier to understand if one can diagram the sentences. Integration of other skills: (research, writing, technological, practical application, other disciplines) Writing original compositions, student explanation of parts of sentences to others in the class.

ASSESSMENT Of student learning/work/performance (describe means): Verbal feedback, questions, teacher-generated quizzes, workbook grades Of teaching effectiveness (describe means): Verbal feedback during class discussion, scores on quizzes and unit tests well as improvement in original writing Of unit effectiveness in contributing to course goals (describe means): Students’ application of grammar essentials to their writing.

INSTRUCTIONAL RESOURCES Primary: Handouts Personal Secondary: Grammar and Composition Handbook Publisher: A Beka Book


COURSE TITLE: Senior English UNIT/TITLE: Grammar Unit 2 GRADE LEVEL / DEPT: Senior / English SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 45 days; Taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --identify and correct sentence fragments and run-ons in exercises in workbook --identify and correct errors such as dangling modifiers in exercises inn workbook

--identify and correct errors in parallelism in exercises in workbook --generalize the rules for clarifying various parts of sentences to original writing KCCS: L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.6. 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


Primary means of instruction: Direct instructions and discussion Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, workbook exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences, integrate mechanics into individual, original writing


ASSESSMENT Of student learning/work/performance (describe means): Verbal feedback, questions, teacher-generated quizzes, workbook grades Of teaching effectiveness (describe means): Verbal feedback during class discussion, scores on quizzes and unit test as well as improvement in original writing Of unit effectiveness in contributing to course goals (describe means): Students’ application of grammar essentials to their writing.

INSTRUCTIONAL RESOURCES Primary: Grammar and Composition Workbook B Publisher: A Beka Book Secondary: Grammar and Composition Handbook Publisher: A Beka Book

English IV 2013-14 Gr. Unit 3 COURSE TITLE: Senior English UNIT/TITLE: Grammar Unit 3 GRADE LEVEL / DEPT: Senior / English SEMESTER: First DATE OF REVISION: 2013-14 LENGTH OF UNIT: 45 days; Taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --demonstrate ability to use and interpret dictionary information --integrate use of appropriate words in original writing --identify and correct errors in usage in exercises in workbook --generalize the rules for using clear, exact, and vivid words to original writing

State Standard Alignment: L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.


Primary means of instruction: Direct instructions and discussion, Handbook reading assignments Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, workbook exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences, integrate mechanics into individual, original writing





COURSE TITLE: Senior English UNIT/TITLE: Grammar Unit 4 GRADE LEVEL / DEPT: Senior/ English SEMESTER: Second DATE OF REVISION: 2010-11 LENGTH OF UNIT: 45 days; Taught a


GOALS/OBJECTIVES Unit goals (How unit supports course goals): Students will improve their writing and appreciation for others’ good writing Unit Objective: Students will: --review mechanics used in writing --generalize the rules for correct punctuation to original writing State Standard Alignment: L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.6. 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.


Primary means of instruction: Direct instructions and discussion, Handbook reading assignments Secondary means of instruction: Overhead transparencies, chalkboard, small white-boards, workbook exercises Activities that support instruction: Write sentences about current literature story using sample grammar sentences, integrate mechanics into individual, original writing




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English IV 2013-14 Course Map Course Title: Senior Englishbereanacadaccred.weebly.com/uploads/7/3/3/1/7331350/12_eng_cmap... · Course Map Course Title: Senior English ... Selection