GLEN RIDGE PUBLIC SCHOOLS

GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

Course Title: English 11-C.P.

Subject: English

Grade Level: Grade 11

Department/School: English/Glen Ridge High School

Duration: Full Year

Number of Credits: 5

Prerequisite: English 10 and completion of summer reading assignment

Elective or Required: Required

Author: Barbara Hellstern

Date Submitted: Summer 2006

Course Description

English 11 is a survey course of British literature. The course contains a variety of literature appropriate to the interests and needs of eleventh grade college bound students. As a chronological survey, it provides ample opportunity for students to examine the cultural attitudes and customs of the British as well as major historical events, authors, and genres. Using the literature of Britain, the curriculum stresses the development of integrated experiences in writing, reading, speaking, listening and research. Selections are included from Anglo-Saxon, Medieval, Renaissance, Seventeenth Century, Restoration and Eighteenth Century, Romantic, and Victorian, and Twentieth Century Periods.

GLEN RIDGE PUBLIC SCHOOLS

LANGUAGE ARTS MISSION STATEMENT

In order to pursue interdisciplinary lifelong learning, students need the skills to communicate effectively. Through a challenging, sequential academic curriculum, the Glen Ridge Language Arts Literacy Program provides all students with varied and integrated experiences. The skills of reading, writing, listening, speaking, viewing, presenting, and researching will enable them to effectively participate in school and in society, respectful of various points of views while displaying creative and critical thinking skills.

Goals

Provided with an environment that encourages creativity as well as expression of unique feelings and thoughts, students will:

become competent critical readers who learn to analyze, evaluate, reflect upon and respond to the ideas of others;
approach reading with an appreciation for a variety of literary styles, genres and contexts;
implement the writing process including: pre-writing, drafting, revising, proofreading and publishing;
write in clear, concise, organized language that varies in content and form for different audiences and purposes;
listen interactively in diverse situations to information from a variety of sources;
view, understand and construct meaning from non-textual sources;
gather, evaluate, synthesize and cite data from a variety of technological sources and print materials;
share, display, and/or publish individual and collaborative products.

New Jersey Core Curriculum Standards

All skills of the New Jersey Core Curriculum Standards for Language Arts Literacy are met and referenced throughout the content of this curriculum:

STANDARD 3.1: (READING) ALL STUDENTS WILL UNDERSTAND AND

APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN

ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL

READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND

COMPREHENSION.

A. Concepts About Print

B. Phonological Awareness

C. Decoding and Word Recognition

D. Fluency

E. Reading Strategies (before, during, and after reading)

F. Vocabulary and Concept Development

G. Comprehension Skills and Response to Text

H. Inquiry and Research

STANDARD 3.2: (WRITING) ALL STUDENTS WILL WRITE IN CLEAR,

CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM

FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Writing as a Process

B. Writing as a Product

C. Mechanics, Spelling, and Handwriting

D. Writing Forms, Audiences, and Purposes

STANDARD 3.3: (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR,

CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM

FOR DIFFERENT AUDIENCES AND PURPOSES.

A. Discussion

B. Questioning (Inquiry) and Contributing

C. Word Choice

D. Oral Presentation

STANDARD 3.4: (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO

INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF

SITUATIONS.

A. Active Listening

B. Listening Comprehension

STANDARD 3.5: (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL

ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND

ELECTRONIC TEXTS AND RESOURCES.

A. Constructing Meaning

B. Visual and Verbal Messages

C. Living with Media

Curriculum Description

A survey of British Literature which includes:

Reading – Reflection and Response: Students will reflect upon and respond to print and non-print text.

Research/Analysis: Students will conduct research and analyze text in order to inform an audience.

Critical Reading – Evaluation: Students will use critical thinking skills to analyze and evaluate text structures and develop and support arguments.

Critical Reading – Analysis: Students will analyze text to gain meaning and synthesize ideas.

Literary Analysis: Students will analyze and interpret British Literature.

Language – Vocabulary, Grammar, Usage, and Mechanics: Students will apply conventions of grammar and language usage.

UNIT 1 - FROM LEGEND TO HISTORY (A.D. 449-1485)

Objectives:

Students will:

1. Read selections in different genres from the beginnings of the British literary tradition through the Middle Ages. (3.1.D.3)

2. Apply a variety of reading strategies, particularly literal comprehension, appropriate for reading these selections. (3.1.E.1)

3. Analyze literary elements. (3.1.G.5)

4. Use a variety of strategies to build vocabulary. (3.1.F.3)

5. Learn elements of grammar, usage, and style. (3.1.F.3)

6. Use recursive writing processes to write in a variety of forms. (3.2.B.5)

7. Develop listening and speaking skills. (3.3.B.4)

8. Express and support responses to various types of texts. (3.3.D.1)

9. Prepare, evaluate, and critique oral presentations. (3.3.D.6)

This unit may include, but not be limited to the following selections:

“The Seafarer”
“The Wanderer”
from the epic Beowulf
from A History of the English Church and People
from The Canterbury Tales
from Morte d’ Arthur
Early English Ballads

Approximate Duration: 10 weeks

Activities:

- Write the monster’s (Grendel) perspective of Beowulf.

- Compare modern super heroes or monsters to the ones in studied selections.

- Create a modern-day pilgrimage to parody the “Prologue” to The Canterbury Tales.

- Research the art and music of the Medieval Period (e.g. manuscript illuminations, Gregorian chant).

- View other presentations dealing with “The Arthurian Legend” (e.g. “The Once and Future King’; “Merlyn.”)

UNIT 2 – CELEBRATING HUMANITY (1485-1625)

Objectives:

Students will:

1. Read selections from the English Renaissance, including the work of William Shakespeare. (3.1.D.1)

2. Apply a variety of reading strategies, particularly strategies for reading poetry, appropriate for reading these selections. (3.1.D.3)

3. Analyze literary elements. (3.1.G.5)

4. Use a variety of strategies to read unfamiliar words and build vocabulary. (3.1.F.1)

5. Learn elements of grammar, usage, and style. ((3.4.A.1 and C.1)

6. Use a recursive writing process to write in a variety of forms. (3.2.B.5)

7. Develop listening and speaking skills. (3.3; 3.4)

8. Express and support responses to various types of text. (3.3.D.1)

9. Prepare, organize, and present literary interpretations. (3.3.D.6)

This unit may include, but not be limited to the following selections:

Sonnets of Spenser, Sidney, Marlowe, Raleigh and Shakespeare.
from Utopia
“Elizabeth’s Speech Before Her Troops”
from The King James Bible
The Tragedy of Macbeth

Approximate Duration: 6 weeks

Activities:

- Select passages from Macbeth for dramatic presentation.

- Memorize a sonnet, monologue or soliloquy.

- Analyze important quotations from Macbeth; select “the quotation” of the play and explain its vital significance.

UNIT 3 – A TURBULENT TIME (1625-1798)

Objectives:

Students will:

1. Read selections from seventeenth- and eighteenth-century English literature. (3.1.D.3)

2. Apply a variety of reading strategies, particularly for constructing meaning, appropriate for reading these selections. (3.1.E.1)

3. Analyze literary elements. (3.1.G.5)

4. Use a variety of strategies to read unfamiliar words and build vocabulary. (3.1.F.3)

5. Learn elements of grammar, usage, and style. ((3.4.A.1 and C.1)

6. Use a recursive writing process to write in a variety of forms. (3.2.B.5)

7. Develop listening and speaking skills. (3.3; 3.4)

8. Express and support responses to various types of text. (3.3.D.1)

9. Evaluate, and critique oral presentations and performances. (3.3.D.6)

This unit may include, but not be limited to the following selections:

Poetry of Donne, Jonson, Marvell, Herrick, Suckling, Milton, Lovelace
from Paradise Lost
from Pepy’s Diary
from A Journal of the Plague Year
from Gulliver’s Travels
from The Rape of the Lock
“Elegy Written in a Country Churchyard”
Essays of Samuel Johnson, Joseph Addison and Jonathan Swift

Approximate duration: 3 weeks

Activities:

- Read an Old Testament version of a portion of Paradise Lost and compare/contrast the works.

- Research another religious concept of paradise and report the similarities and differences to Paradise Lost.

- Debate the validity of the Cavalier vs. Puritan values.

- Collaborate to create a chart showing the characteristics of Neo-Classicism and use a graphic organizer to judge a work.

- Use an epigram as the basis for a thesis for an essay in the style of Pope, Johnson, or Addison.

UNIT 4 – REBELS AND DREAMERS (1798-1832)

Objectives:

Students will:

1. Read selections from the Romantic period in English literature. (3.1.D.3)

2. Apply a variety of reading strategies, particularly for constructing meaning, appropriate for reading these selections. (3.1.E.1)

3. Analyze literary elements. (3.1.G.5)

4. Use a variety of strategies to read unfamiliar words and build vocabulary. (3.1.F.1)

5. Learn elements of grammar, usage, and style. ((3.4.A.1 and C.1)

6. Use a recursive writing process to write in a variety of forms. (3.2.B.5)

7. Develop listening and speaking skills. (3.3; 3.4)

8. Express and support responses to various types of text. (3.3.D.1)

9. Prepare, organize, and present literary interpretations. (3.3.D.6)

This unit may include but not be limited to the following selections:

Poetry of Burns, Baillie, Blake, Wordsworth, Coleridge, Byron, and Shelley
Essays of Byron, Macaulay, Austen, and Wollstonecraft
Frankenstein

Approximate Duration: 4 weeks

Activities:

- Respond to the quotation by Thomas Wolfe that true Romantic feeling is “not the desire to escape life, but to prevent life from escaping you.”

- View a movie version of Frankenstein and analyze how well it depicts the work and write a movie review.

- Research another art form (fashion, painting, dance, music, etc. ) that expresses the Romantic tradition. Present the work to the class.

- Observe an aspect of nature and write a poem in the Romantic style.

- Research the use of Frankenstein in “pop” culture.

UNIT 5 – PROGRESS AND DECLINE (1833-1901)

Objectives:

Students will:

1. Read selections from the Victorian period. (3.1.D.3)

2. Apply a variety of reading strategies, particularly for constructing meaning, appropriate for reading these selections. (3.1.E.1)

3. Analyze literary elements. (3.1.G.5)

4. Use a variety of strategies to read unfamiliar words and build vocabulary. (3.1.F.1)

5. Learn elements of grammar, usage, and style. ((3.4.A.1 and C.1)

6. Use a recursive writing process to write in a variety of forms. (3.2.B.5)

7. Develop listening and speaking skills. (3.3; 3.4)

8. Present, evaluate, and critique oral presentations and performances. (3.3.D.6)

This unit may include but not be limited to the following selections:

Poetry of Tennyson, Browning, Arnold, Kipling, Bronte, Harding, Hopkins, Housman, Yeats, T.S. Eliot, Hardy
Wuthering Heights
Doctor Jekyll and Mr. Hyde
from Hard Times (Dickens)
from Jane Eyre (C. Bronte)

Approximate Duration: 7 weeks

Activities:

- Compare/contrast the speakers of the dramatic monologues: Tennyson’s “Ulysses” and Browning’s “My Last Duchess” focusing on the personalities of the speakers revealed in the poems.

- Rewrite a dramatic monologue from a different speaker’s point of view; for instance, the Last Duchess’s comments of her husband.

- Research biographical information on Robert Lewis Stevenson and relate this to his writing of Dr. Jekyll and Mr. Hyde.

- Read a short story and explain its significance in representing a Victorian attitude such as England’s colonial expansion, abuse of children and women in industrial England, upheaval of thinking caused by Darwin.

UNIT 6 – A TIME OF RAPID CHANGE (1901-PRESENT)

Objectives:

Students will:

1. Read selections from English literature of the twentieth and twenty-first centuries. (3.1.D.3)

2. Apply a variety of reading strategies, particularly reading fiction appropriate for these selections. (3.1.G.5)

3. Analyze literary elements. (3.1.G.5)

4. Use a variety of strategies to read unfamiliar words and build vocabulary. (3.1.F.1)

5. Learn elements of grammar, usage, and style. ((3.4.A.1 and C.1)

6. Use a recursive writing process to write in a variety of forms. (3.2.B.5)

7. Develop listening and speaking skills. (3.3; 3.4)

8. Express and support responses to various types of texts. (3.3.D.1)

9. Prepare, organize, and present literary interpretations. (3.3.D.6)

This unit may include, but not be limited to the following selections:

Poetry of Yeats, T.S. Eliot, Auden, MacNiece, Spender, Owen, Heaney, Thomas
World War I Poetry
Critical Commentary of “The Hollow Men”
Selected readings of George Orwell, Joseph Conrad, Virginia Woolf, D.H. Lawrence, Graham Greene.
1984
Lord of the Flies
Brave New World

Approximate Duration: 8 weeks

Activities:

- Respond to criticism of Lord of the Flies in the form of a debate, a book review, or a letter to Golding.

- Research the world situation in 1949 that prompted 1984.

- Read another apocalyptic novel and compare it to 1984.

- Prepare a dictionary of British terms that are different from the American counterparts.

List of texts, resources and/or literature

· Prentice Hall Literature: The British Tradition, Volumes 1 and 2 (2006)

Supplementary Materials:

· Othello (Shakespeare)

· Wuthering Heights (Bronte)

· 1984 (Orwell)

· Frankenstein (Shelley)

· Brave New World (Huxley)

· Lord of the Flies (Golding)

Additional Activities specifically for SAT/ACT PREP:

I. Writing About Literature 3.2

a. Analyze Literary Periods

b. Compare/Contrast Literary Trends

c. Compare/contrast Literary Themes

d. Evaluate Literary Trends

e. Analyze Historical Periods

f. Evaluate Modern/Post Modern Literary Trends

II. Writing Workshops 3.2

a. Narration: Autobiographical Narration

b. Persuasion: Persuasive Essay

c. Narration: Reflective Essay

d. Workplace Writing: Job Portfolio and Resume

e. Research: Historical Investigation

f. Multimedia Report

III. Vocabulary Workshop 3.2; 3.3

a. Recalling Information

b. Recalling and Understanding Meaning

c. Analyzing Information

d. Demonstrating Understanding

e. Applying Information

f. Judging the Value of Texts

IV. Assessment 3.1; 3.2; and 3.3

a. Summaries of Written Text

b. Forms of Propaganda

c. Writer’s Point of View

d. Critical Reasoning

e. Paired Passages

f. Strategy, Organization, and Style

V. Communication 3.1; 3.2; 3.3; 3.4; and 3.5

a. Delivering Autobiographical Presentations

b. Analyzing Advertising

c. Analyzing Persuasive Techniques

d. Critiquing Persuasive Device

e. Delivering a Persuasive Speech

f. Analyzing Bias in News Media