Scope and Sequence Project
By: Matt Cleland
For Dr. Coke’s English Language for Teachers Class
Course Overview
Course Description: “An AP English Literature and Composition course engages students in
the careful reading and critical analysis of imaginative literature. Through the close reading of
selected texts, students deepen their understanding of the ways writers use language to provide
both meaning and pleasure for their readers. As they read, students consider a work’s structure,
style and themes, as well as such smaller-scale elements as the use of figurative language,
imagery, symbolism and tone.”
(Source: CollegeBoard AP English Course Description for AP English Literature and
Composition, p. 49, http://apcentral.collegeboard.com/apc/public/repository/ap-english-coursedescription.pdf)
Teaching Context: Liberty High School (District 20); Colorado Springs, CO.
Liberty High School is located in Colorado Springs, Colorado. Seated at the base of the Rocky
Mountains, Colorado Springs is the second most populous city in Colorado and 41st most populous
city in the nation. C. Springs is home to several military installations (the US Air Force Academy,
Fort Carson, Peterson AFB, Schriever AFB, and NORAD), the US Olympic Training Center, and
thriving tourist, high tech, and defense industries. Pikes Peak, Garden of the Gods, and the
Broadmoor Hotel are very popular tourist attractions for people all over the nation. And while the
Springs has houses of worship for nearly every major faith, the concentration of Evangelical
Christian churches and organizations is the highest in the nation, after Corpus Christi, Texas.
There are 8 school districts in Colorado Springs, in addition to the Colorado School for the Deaf
and Blind. Liberty High is located in District 20, on the north side of town, which also includes 5
other high schools (and an online high school), 6 middle schools, and 18 elementary schools.
There are also a smattering of charter and private schools in the district and throughout the city.
There are also many tertiary schools (including the US Air Force Academy, University of Colorado
at Colorado Springs, Pikes Peak Community College, and some other colleges and trade schools).
(Source: http://en.wikipedia.org/wiki/Colorado_Springs,_Colorado)
The LHS mission statement is: “The mission of Liberty High School, a unique student-centered
community, is to educate each student and support staff to meet the challenges of a dynamic world.
Through high academic expectations, co-curricular participation, and nurturing environment,
students develop an enduring commitment to their own education and to citizenship.”
(Source: http://en.wikipedia.org/wiki/Liberty_High_School_(Colorado_Springs))
I attended Liberty High School, and graduated in May of 2010. This course is adapted from my
own AP Literature and Composition course with Mrs. Sona Loomis, as well as the College Board
Course Description.
Grade Level: This course is designed for students with an advanced aptitude and interest for
English Language or Literature studies; presumably a class populated with Juniors and Seniors.
This class has the option of earning college credit and will be treated as a college-level course.
Literature Calendar: Based on two 16-week semesters with alternating block schedules of 90
minute periods.
Semester One
Literature
Semester Two
Literature
Week 1
Common Sense*
Week 1
Huck Finn*
Week 2
Common Sense*
Week 2
Huck Finn*
Week 3
Les Mis*
Week 3
Huck Finn*
Week 4
Les Mis*
Week 4
The Good Earth
Week 5
Frankenstein
Week 5
The Good Earth
Week 6
Frankenstein
Week 6
The Good Earth
Week 7
Frankenstein
Week 7
The Good Earth
Week 8
Paradise Lost
Week 8
Brave New World
Week 9
Paradise Lost
Week 9
Brave New World
Week 10
Paradise Lost
Week 10
Brave New World
Week 11
Paradise Lost
Week 11
Brave New World
Week 12
Paradise Lost
Week 12
Brave New World
Week 13
Othello
Week 13
Things Fall Apart
Week 14
Othello
Week 14
Things Fall Apart
Week 15
Othello
Week 15
Things Fall Apart
Week 16
Othello
Week 16
Things Fall Apart
*Books to assigned for reading over Summer/Winter Break
Poetry Calendar: Based on two 16-week semesters with alternating block schedules of 90 minute
periods.
Semester Topic and Poems
One
Semester Two
Topic and Poems
Week 1
Meter
Week 1
Irony
Week 2
Rhyme
Week 2
Tone
Week 3
Rhythm
Week 3
Archetype
Week 4
Metaphor
Week 4
Symbol
Week 5
Motif
Week 5
Conceit
Week 6
Allusion
Week 6
Couplet
Week 7
Metonymy
Week 7
Sonnet
Week 8
Alliteration
Week 8
Limerick
Week 9
Enjambment
Week 9
Elegy
Week 10
Caesura
Week 10
Villanelle
Week 11
Personification
Week 11
Ode
Week 12
Pun
Week 12
Epic
Week 13
Onomatopoeia
Week 13
Haiku
Week 14
Hyperbole
Week 14
Blank Verse
Week 15
Paradox
Week 15
Free Verse
Language Calendar: Based on two 16-week semesters with alternating block schedules of 90
minute periods.
Semester One
Language Concept
Semester Two
Language Concept
Week 1
Pre-Assessment
Week 1
Idioms and Dialects
Week 2
Review and Thesis
Writing
Week 2
Idioms and Dialects
Week 3
Thesis Writing
Week 3
Idioms and Dialects
Week 4
Audience
Week 4
Cultural English
Week 5
Audience
Week 5
Cultural English
Week 6
Rhetorical Triangle
Week 6
Cultural English
Week 7
Rhetorical Triangle
Week 7
Standardization
Week 8
Flow and Diction
Week 8
Standardization
Week 9
Flow and Diction
Week 9
Power of Language
Week 10
Flow and Diction
Week 10
Power of Language
Week 11
Flow and Diction
Week 11
Power of Language
Week 12
English: Origins
Week 12
Power of Language
Week 13
English: Origins
Week 13
Deconstruction
Week 14
English: Origins
Week 14
Deconstruction
Week 15
English: Origins
Week 15
Deconstruction
Week 16
English: Origins
Week 16
Deconstruction
Unit Description: This unit centers around Mark Twain’s Adventures of Huckleberry Finn and
idiomatic, non-standard English use in literature and society. This will be the first unit of the
second semester, in January, directly following the break. Supplementary texts, like Dr. King’s
sermon “On Being a Good Neighbor” and Mary E. Wilkins Freeman's “Revolt of Mother” and
some short excerpts from Mary Austin and Kate Chopin, will be used to give a broader base for
exploring variances in American Standard English. Students should have read Huck Finn over the
break, so most of the reading homework will be these supplementary readings. We will also use
clips from movies like; Huckleberry Finn, Oh, Brother Where Art Thou?, Gangs of New York, The
Secret Lives of Bees, and TV shows like; “The Fresh Prince of Bel Air” and “Glee.”
Students will be exploring how the English language is appropriated and remade in specific regions
and sub-cultures in America (and, by extension, throughout the world). They will explore the
impact non-standard English on the speaker and listener under various contexts, as well as the
social conventions of spoken and written English.
Main Language Concepts:
● Idioms
● Regionalisms and Dialects
● Pidgins and Creoles
Unit Calendar:
Week
Day
Concepts
One
One
Intro Huck Finn; Historical Background HW: Read essay
Two
Intro Idioms and Dialects. Poetry Project (Irony).
excerpts
Three
Discussion; Intro Regionalism. HW: Letter
One
AAVE controversies.
Two
Intro Creole. Poetry Project (Tone). HW: Chopin and Austin
One
Creoles continued; group work. HW: Huck Finn passages
Two
Language and theme in Huck Finn. Poetry Project (Archetypes)
Three
Characterization in the book. Master Idioms, etc. HW: Start reading
Good Earth; Interview a character from Huck Finn (partner project).
Two
Three
Suggested Pedagogy
HW: Read
WEEK ONE
Day 1: This is the first class period of the new semester and our introduction to the
Adventures of Huckleberry Finn. I will lecture on Mark Twain and the historical context
(Recursive Learning; Relationship to Literature) of the novel [Figure 1] (Visual; ELL). Then
students will discuss general reactions to the novel, particularly focused on challenging passages
or themes (Scaffolding).
Students’ homework is to read and evaluate their peer’s paper on irony.
Day 2: Today two students will give their presentation on irony in poetry and facilitate a
short discussion about the paper they wrote on that subject (Writing Application). We will begin
our unit on idioms and the like today; I will lecture on idioms and regionalisms, defining each
(Scaffolding) and sharing clips from Huckleberry Finn (film), “Friends,” and “Glee” (Visuals;
ELL; Relationship to Literature; Other Materials) to serve as examples.
Students’ homework is to read the excerpts from Dr. King’s sermon “On Being a Good
Neighbor” and Mary E. Wilkins Freeman's “Revolt of Mother” (Other Materials) and use noticing
(ELL) to pick out idioms, etc.
Day 3: Students will pair and share to formulate a more comprehensive list of idioms and
then will share out, as a class, the most striking uses of language and how those examples impacted
the way students read the works (Writing Application). I will give a short lecture on regionalism
and dialects, drawing from the texts we have read (Relationship to Literature) and more clips from
Oh, Brother Where Art Thou?, Gangs of New York, and The Secret Lives of Bees (Visuals; ELL;
Other Materials). We will then discuss differences and similarities between idioms, regionalisms,
and dialects to clarify and solidify understandings of these terms (Recursive Learning).
Students’ homework will be to write a letter from Huck to widow Douglas (or the opposite),
trying to capture the voice of the character (Writing Application).
WEEK TWO
Day 1: Today we will tackle the controversial issues of African American Vernacular
English and the use of “nigger” in the novel. We will explore how AAVE and the word nigger are
portrayed in the novel (Relationship to Literature) and in pop culture today (Writing Application)
using references, like; “The Fresh Prince of Bel Air,” Stand and Deliver, Freedom Writers, Gran
Torino, and tracks from Eminem, Nicki Minaj, Kanye West, Tupac, and Lil Wayne
(Visuals/Manipulatives; ELL; Scaffolding; Other Materials). The experience and discussion
should be student-driven, but still centered around questions of how language functions, the
contexts of language use, and the connection between prejudice and language use.
Students’ homework will be to and evaluate their peer’s paper on Tone.
Day 2: We will transition into a lecture on pidgins and creoles. Drawing on what we
discussed at the end of last semester (Recursive Learning) we will discuss the formation of creoles
and their representation in the novel (ELL; Scaffolding; Relationship to Literature). A pair of
students will then give their presentation and facilitate their discussion on their poetry paper
(Writing Application).
Students’ homework will be read selected passages from Kate Chopin and Mary Austin
(Other Materials).
WEEK THREE
Day 1: Today we will explore the representation of creoles and creole culture in the
passages previously assigned for homework. Using the passages, the novel, and clips from The
Princess and the Frog (Relationship to Literature; Visuals), students, in small groups, will create
a large poster explaining creolization and it’s portrayal in the works (Writing Application;
Manipulative; ELL). We will bring together and refine our learning in a socratic discussion, with
each group presenting and discussing their assigned work and findings (Recursive Learning).
Students’ homework is to re-read through some selected passages out of their novel
(Scaffolding) and evaluate their peer’s essay on archetypes.
Day 2: A pair of students will present their project and paper on archetypes today (Writing
Application). We will also use the aforementioned passages from Huck Finn to examine the
impact that language has one theme in the novel (Relationship to Literature). Students will work
in small groups (ELL), each with a specific passage, to explain how language impacts some
particular theme. Then each group will present its findings to the class (Recursive Learning). I
will give a short lecture on the literary impact of Huck Finn and Twain in general (Scaffolding).
Students’ homework will not have homework this night.
Day 3: Today we will chart out characterization in the novel. Students will be given a
handout [Figure 2] (Visuals; ELL; Scaffolding) on characterization, which they will fill out for
both Huck and Jim (Relationship with Literature). Students will then begin their summative
assessment for this unit: an interview with one of the characters. This will be a small group
project; students will create a video pretending to interview a character (or characters) from Huck
Finn; a major part of the assessment grade will be language use (Manipulative; Relationship to
Literature; Writing Application).
● Accent -- A distinctive or alternate pronunciations (Andrews 215).
● Idiom -- An expression whose meaning is not predictable from the usual meanings of its
constituent elements, as kick the bucket or hang one's head, or from the general
grammatical rules of a language and that is not a constituent of a larger expression of like
characteristics (Dictionary.com).
● Colloquialism -- A local or regional dialect expression (Merriam-Webster).
● Dialect -- A language variety in which the speakers use similar pronunciations, similar
word choices, and their sentences are grammatically different from other regional or social
groups of
● Regionalism -- A regional dialect; a legitimate and alternative way to pronounce words, to
put sentences together grammatically, or to identify ideas, objects, things or actions
(Andrews 216).
● speakers (Andrews 215).
● Pidgin -- A simplified language that develops as a means of communication between two
or more groups that do not have a language in common; a trade language (Wikipedia.org).
● Creole -- A stable natural language developed from the mixing of parent languages; often
developing from a pidgin (Wikipedia.org).
● Slang -- The continual and ever-changing use and definition of words in informal
conversation, often using references as a means of comparison or showing likeness
(UrbanDictionary.com).
● Voice -- The kinds of words the writer uses and the length of the sentences the writer creates…By
carefully choosing the right words (parts of speech) and the right sentence length (combinations of
phrases and clauses), writers create the voices that best fit what they are writing about (Polette 75).
● African American Vernacular English -- A variation, arguably a dialect of SAE, that arose
from slaves in early American; influences on SAE include words like jazz, tango, jumbo,
zombie, etc (Andrews 208).
● Irony -- A rhetorical device, literary technique, or situation in which there is an incongruity
between the literal and the implied meaning (Wikipedia.org); a reversal of expectations.
● Tone -- Conveys our attitude toward our audience and our subject matter
(Grammar.CCC.Commnet.edu).
● Archetype -- A universally understood symbol, term, statement, or pattern of behavior, a
prototype upon which others are copied, patterned, or emulated (Wikipedia.org).
Summary
By the conclusion of this unit, students should be able to identify variations in Standard American
English and conclude how those variations can shape meaning in a literary, or other cultural, work.
Students should understand how variances can reflect regional or cultural differences and that
dialectic English is not an indicator of intelligence. Students should also understand some of the
themes presented in Twain’s Adventures of Huckleberry Finn and why they are important to
American Literature.
Students will have addressed the following standards (from the Colorado Department of
Education; emphasis mine):
Standard: 1. Oral Expression and Listening: 1. Effective speaking in formal and informal
settings requires appropriate use of methods and audience awareness
○ Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks. (CCSS: SL.11-12.4)
○ 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. (CCSS: SL.11-12.5)
○ Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (CCSS: SL.11-12.6)
○ Identify a central idea or thesis, organize ideas, and develop a speech for an
intended purpose and audience
○ Choose specific words and word order for intended effect and meaning
○ Select appropriate technical or specialized language
Standard: 1. Oral Expression and Listening: 2. Effective collaborative groups accomplish
goals
○ Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed. (CCSS:
SL.11-12.1b)
○ Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic
or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent
and creative perspectives. (CCSS: SL.11-12.1c)
○ Implement an effective group effort that achieves a goal
○ Participate in the preparations of the group activity or product, defining and
assuming individual roles and responsibilities
○ Assume a leadership role in a group that is collaboratively working to accomplish
a goal
○ Self-evaluate roles in the preparation and completion of the group goal
○ Critique and offer suggestions for improving presentations given by own group
and other groups
Standard: 2. Reading for All Purposes: 1. Literary criticism of complex texts requires the
use of analysis, interpretive, and evaluative strategies
○ 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. (CCSS: RL.11-12.5)
○ Describe and contrast characteristics of specific literary movements and
perspectives
○ Evaluate the influence of historical context on the form, style, and point of view
of a written work
○ Analyze and relate a literary work to source documents of its literary period or
to critical perspectives
○ Evaluate how literary components impact meaning (such as tone, symbolism,
irony, extended metaphor, satire, hyperbole)
○ Demonstrate knowledge of classical foundational works of world literature
○ 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. (CCSS: RL.11-12.10)
Standard: 2. Reading for All Purposes: 2. Interpreting and evaluating complex
informational texts require the understanding of rhetoric, critical reading, and analysis
skills
○ Determine an author's point of view or purpose in a text in which the rhetoric is
particularly effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text. (CCSS: RI.11-12.6)
○ 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. (CCSS: RI.11-12.7)
○ Use reading and note-taking strategies (outlining, mapping systems, skimming,
scanning, key word search) to organize information and make connections within
and across informational texts
○ Use semantic cues, signal words, and transitions to identify text structures
(such as critique, proposition/support, inductive/deductive) and to summarize
central ideas and supporting details
○ Obtain and use information from text and text features (index, bold or italicized
text, subheadings, graphics) to answer questions, perform specific tasks, or identify
and solve problems
○ Explain and interpret the visual components supporting the text (maps, complex
tables and diagrams, and transitional devices, such as use of white space)
○ By the end of grade 12, read and comprehend literary nonfiction at the high end of
the grades 11-CCR text complexity band independently and proficiently. (CCSS:
RI.11-12.10)
Standard: 3. Writing and Composition: 1. Style, detail, expressive language, and genre
create a well-crafted statement directed at an intended audience and purpose
○ Use a range of elaboration techniques (such as questioning, comparing, connecting,
interpreting, analyzing, or describing) to establish and express point of view and
theme
○ Create a clear and coherent, logically consistent structure appropriate to the
chosen literary genre (biographical account, short story, personal narrative,
narrative poem or song, parody of particular narrative style, play script)
○ Develop context, character/narrator motivation, problem/conflict and resolution,
and descriptive details/examples to support and express theme
○ Manipulate elements of style, imagery, tone, and point of view to appeal to the
senses and emotions of the reader
○ Critique own writing and the writing of others from the perspective of the
intended audience to guide revisions, improve voice and style (word choice,
sentence variety, figurative language) and achieve intended purpose and effect
All in all, students should have mastered the understanding of idioms and English language
variances as literary devices by the end of this three week unit. Students will have gained
understandings of oral presentations (from the use of video-media and presented in their
summative assessment), literary criticisms and interpretations (using language to help understand
meaning), and effective writing practices (making distinctions between Standard American
English in formal writing and its variances in informal and creative genres).
Reflection
What is one thing you learned about teaching language that you did not previously know? How
did you learn it?
I found it difficult trying to conceptualize how to include instruction for English Language
Learners in such an advanced course, but conversations with Dr. Coke and my other professors
helped me to realize that a basic and good ELL instruction is simply good differentiated instruction.
So I sought to include that in my plans; though I think I could have integrated even more.
What is one thing about language that you look forward to teaching?
I look forward to teaching topics like this; the nuances of English. I think students need a solid
foundation of English grammar to delve into subjects like etymology and dialects, but I think it is
probably one of the most exciting topics to study about English.
Point to one thing about teaching language with which you still struggle. How could you overcome
that struggle?
I still struggle with the jargon surrounding grammar. I feel confident in my grasp of how English
grammar works and the correctness of my language (usually), but I oftentimes do not know how
to express grammatical rules or guidelines because I don’t recognize the terms. I honestly think
this is because I never learned to diagram sentences or the explicit terms for grammar. Instead my
teachers took a rather Polette-esque approach and taught me the rules through writing and other
activities without giving explicit instruction. I was never forced to rote memorization of grammar
terms. And I believe that is probably what I need; but until I find the time, I’ll keep reference
books, like Polette’s, nearby so I can reference the terms when necessary.
What is one, specific that you learned from one of your group members during workshop time?
How did you/will you use that knowledge?
Well, I learned a decent amount about Adolescent Literature, actually. And I think I’ll keep those
recommendations handy for next semester in that class. Also, I think I’ll be more open to
incorporating Ad. Lit books into my classroom; I think I’m rather quick to dismiss non-canonical
books at times.
What would you still like to do with this scope and sequence outline? Why?
I would love to flesh out how an entire year would look. My biggest challenge putting this together
was figuring out how to fit this unit into my class overall. I had to do the three calendars to fully
conceptualize this smaller unit, otherwise it wouldn’t have made sense to me. I believe that once
I fleshed out my entire year I would then be better prepared to go in and lesson plan specific days
and projects. I work much better narrowing down from a defined idea or concept than I do taking
specifics and generating a broad idea to fit it into.
Appendix
Figure 1: Slideshow of Mark Twain and Historical Contexts; attached.
Figure 2: Characterization Handout; attached
Other Materials include:
Texts:
●
●
●
●
●
Mark Twain’s Adventures of Huckleberry Finn
Dr. King’s sermon “On Being a Good Neighbor”
Mary E. Wilkins Freeman's “Revolt of Mother”
Short excerpts from Mary Austin
Short excerpts from Kate Chopin
Movies and TV:
● Huckleberry Finn
● Oh, Brother Where Art Thou?
● Gangs of New York
● The Secret Lives of Bees
● Stand and Deliver
● Freedom Writers
● Gran Torino
● “The Fresh Prince of Bel Air”
● “Glee”
● “Friends”
Music:
● Eminem
● Nicki Minaj
● Kanye West
● Tupac
● Lil Wayne
Character Chart