Curriculum Alignment and Pacing Guide
School:______Harnett Central High School____________________Subject:_______Advanced Placement Literature and Composition_____
Lesson Resources
Objective/Focus Lesson
Formal and
Day
(from NC-SCOS)
Daily Essential Question
Informal
Text
Other
From AP Curriculum
Assessments
2 weeks
Curriculum Emphasis: Plot,
Structure, Characterization,
Tone, and Theme.
Course Objectives: C1, C2,
C3, C4, C5, C6, C7, and C8.
What is the difference between
commercial fiction and
literary fiction?
What is the importance of
literary fiction regarding art,
the word, and one’s self?
What is the difference between
plot and structure?
What are different character
types in literary fiction, and
what is their purpose?
How does a character in
literary fiction differ from a
character in commercial
fiction?
How does a literary fiction
writer develop a character?
What is tone?
How does one determine the
tone of literary fiction?
How does tone help to develop
theme?
How does one construct a
thematic statement when
analyzing literary fiction?
How does one analyze and
write about literary works of
fiction, which are of literary
merit?
1. “The Most
Dangerous Game”
by Richard
Connell
2. “The Short
Happy Life of
Francis
Macomber” by
Ernest
Hemingway
3. “How I Met My
Husband” by
Alice Monroe
4. “Everyday
Use” by Alice
Walker
5. “Eveline” by
James Joyce
6. “The Lesson”
by Toni Cade
Bambara
7. Children’s
Book Chosen by
the Student (Tone
and Theme
“The
Seeing
Stick” by
Jane
Yolen
Voice
Lessons
by Nancy
Dean
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Reading
Quizzes for each
short story
numbered 1-6.
3. Informal class
discussions with
each short story
and children’s
book.
4. 4 Timed
Essays, one timed
essay for each
curriculum
emphasis (tone
and theme
together).
5. Outside
project and essay
on George
Orwell’s Nineteen
Eighty-Four.
6. MiniPresentation on a
Children’s book
of the student’s
8. Nineteen
choosing,
Eighty-Four by
analyzing and
George Orwell
discussing the
development of
tone and theme.
7. ID Test on
Nineteen EightyFour.
8. Seminar on
Nineteen EightyFour.
1. “Paul’s Case”
Voice
1. Voice Lesson
by Willa Cather
Lessons
Activity Every
by Nancy Day at the
2. “The Lottery”
Dean
beginning of
by Shirley Jackson
class- Analysis of
United
diction, detail,
3. “A Rose for
Streaming imagery, syntax,
Emily” by William Video for and tone.
Faulkner
Frankenst 2. Reading
ein.
quizzes for short
4. Frankenstein
stories #1-3.
by Mary Shelley
3. Informal
discussions with
short stories #1-3.
4. ID TestFrankenstein.
5. Seminar on
Frankenstein.
6. Thematic
Poster Project
with
Frankenstein.
6. 2 Timed
Essays on Point of
View Analysisone on a short
Project/Analysis
1- 2 Weeks
Curriculum Emphasis: Point
of View.
Course Objectives: C1, C2,
C3, C5, C7, and C8.
What is point of view?
How does point of view affect
the story and one’s
understanding of the story?
How can point of view limit
and/or enhance one’s analysis
of literary fiction, especially
regarding narrator reliability
and development of
character(s)?
What is a gothic novel? What
are the major elements of a
gothic novel?
What is the affect of three
different narrators in the
novel Frankenstein?
How does one analyze and
write about point of view,
regarding literary fiction?
How do the themes/major
ideas present in Frankenstein
relate to the 21st Century?
1-2 Weeks
Curriculum Emphasis:
Symbol, Allegory, and
Fantasy.
Curriculum Objectives: C1,
C2, C3, C6, C7, and C8.
Day
4 Days
Objective/Focus Lesson
(from NC-SCOS)
From AP Curriculum
Curriculum Emphasis:
Humor and Irony.
Course Objectives: C1, C2,
C3, C4, C5, and C8.
story and the
other for
Frankenstein.
What is a symbol?
1. “The Rocking- Voice
1. Voice Lesson
Why do literary fiction writers Horse Winner” by Lessons
Activity Every
include symbols?
D.H. Lawrence
by Nancy Day at the
How do symbols enhance the
Dean
beginning of
meaning and themes of
2.“A Very Old
class- Analysis of
literary fiction?
Man with
United
diction, detail,
What is the difference between Enormous Wings” Streaming imagery, syntax,
symbol and allegory?
by Gabriel Garcia Video for and tone.
How do allegories
Marquez
Lord of
2. Reading
affect/enhance the meaning
the Flies. Quizzes for short
and the themes of literary
3. “Young
stories #1-3.
fiction?
Goodman Brown”
3. Informal Class
Why do writers incorporate
by Nathaniel
Discussions for
fantasy into literary fiction?
Hawthorne
short stories #1-3.
What are the various types of
4. 3 Timed
fantasy used in literary
4. Lord of the
Essays, one for
fiction?
Flies by William
each of the
How do the themes/major
Golding
curriculum
ideas present in Lord of the
emphasis devices.
Flies relate to the 21st
5. ID Test for
Century?
Lord of the Flies.
6. Seminar for
Lord of the Flies.
Lesson Resources
Formal and
Daily Essential Question
Informal
Text
Other
Assessments
What is humor in literary
fiction?
How do writers use humor in
literary fiction to enhance the
meaning of the work and the
development of major
characters and life
experiences?
1. “The
Drunkard” by
Frank O’Connor
2. “You’re Ugly,
Too” by Lorrie
Moore
Voice
Lessons
by Nancy
Dean
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
What is the difference between 3. “The Guest” by
humor and irony?
Albert Camus
What is the difference between
sarcasm and irony, regarding
literary fiction?
2 Weeks
Curriculum Emphasis: Plot,
Structure, Characterization,
Tone, Theme, Point of View,
Symbol, Allegory, Fantasy,
Humor, and Irony.
Course Objectives: C1, C3,
C4, C6, and C8.
1 Week
Curriculum Emphasis:
Character development,
narrator reliability, setting,
local color/regional writing,
and feminist literary criticism.
2. Reading
Quizzes for short
stories #1-3.
3. Outside
Project: IronyDramatic, Verbal,
and SituationalPresentation
using Technology.
Review Unit:
1.“A Jury of Her
Voice
1. Voice Lesson
Peers” by Susan
Lessons
Activity Every
How do the literary devices
Glaspell
by Nancy Day at the
listed under the “Curriculum
Dean
beginning of
Emphasis” enhance and create 2. “Roman Fever”
class- Analysis of
literary fiction?
by Edith Wharton United
diction, detail,
Streaming imagery, syntax,
How does one analyze literary 3. “A New Leaf”
Video for and tone.
fiction using the literary
by F. Scott
Heart of
2. Reading
devices and techniques chosen Fitzgerald
Darkness. quizzes for short
by the writer?
stories #1-3.
4. Heart of
3. Informal
What are the differences
Darkness by
discussions with
between literary and
Joseph Conrad
short stories #1-3.
commercial fiction?
4. ID Test- Heart
of Darkness.
5. Seminar on
Heart of
Darkness.
6. 2 Timed
Essays on
reviewed literary
devices and Heart
of Darkness.
What is the point of view of
1. The Awakening Voice
1. Voice Lesson
this novella?
by Kate Chopin
Lessons
Activity Every
How does the point of view
by Nancy Day at the
enhance or detract from one’s
Dean
beginning of
understanding and analysis of
class- Analysis of
Curriculum Objectives: C1,
C2, C3, C6, C7, and C8.
the novella?
How does the setting function
as a literary device and
character in this story?
Why is The Awakening
considered a “local color”
story?
How does one analyze a text
through a feminist lens?
Chopin’s
Imprompt
u
diction, detail,
imagery, syntax,
and tone.
2. Creative
writing
assignment:
Develop an
alternate ending
to The
Awakening.
Students must use
the same style in
prose and
narration in
order to re-create
an alternate
ending for the
story. Students
type up their
alternate endings,
post them on the
AcivBoard, and
we read/discuss
them as a class.
Does the alternate
ending work?
Does it carry the
same style of Kate
Chopin’s writing?
Is the alternate
ending more
commercial or
literary?
Day
2-3 days
Objective/Focus Lesson
(from NC-SCOS)
From AP Curriculum
Curriculum Emphasis:
Denotation and Connotation
Course Objectives: C3, C4,
C5, C7, and C8.
Lesson Resources
Daily Essential Question
What is poetry?
What is the purpose of poetry?
How should one read and
analyze poetry?
How is poetry different from
prose?
How is the experience of
poetry different from the
experience of prose?
What is the difference between
denotation and connotation?
How is denotation and
connotation used by poets to
accurately and inclusively
convey an experience to the
reader?
Text
1. “When my love
sears that she is
made of truth” by
William
Shakespeare
Other
Voice
Lessons
by Nancy
Dean
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
denotation and
connotation.
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
Voice
Lessons
by Nancy
Dean
1.Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
2. “Cross” by
Langston Hughes
3. “The world is
too much with us”
by William
Wordsworth
4. “Desert Places”
by Robert Frost
5. “One Art” by
Elizabeth Bishop
6. “Dulce et
Decorum” by
Wilfred Owen
7. “Suicide’s
Note” by Langston
Hughes
2-3 Days
Curriculum Emphasis:
Imagery
Course Objectives: C3, C7,
and C8.
What are the four major
forms of imagery?
How does imagery enhance
meaning?
How does imagery affect tone?
1. “Meeting at
Night” by Robert
Browning
2. “Parting at
Formal and
Informal
Assessments
How does diction develop
imagery?
Morning” by
Robert Browning
3. “The Red
Wheelbarrow” by
William Carlos
Williams
4. “The Widow’s
Lament in
Springtime” by
William Carlos
Williams
5. “The Forge” by
Seamus Heaney
6. “To Autumn”
by John Keats
2-3 Days
Curriculum Emphasis:
Figurative Language- simile,
metaphor, personification,
apostrophe, metonymy
How does figurative language
help to better develop the
experience the poet is trying to
convey?
1. “The Guitarist
Tunes Up” by
Frances Cornford
2. “The Hound”
by Robert Francis
Curriculum Objectives: C1,
C3, C7, and C8.
3. “Bereft” by
Robert Frost
4. “The
Subalterns” by
Thomas Hardy
5. “Bright Star”
by John Keats
6. “Metaphors”
Voice
Lessons
by Nancy
Dean
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
imagery.
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding similes,
metaphors,
personification,
apostrophes, and
metonymy.
3. Each student
by Sylvia Plath
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
7. “Dream
Deferred” by
Langston Hughes
Day
2-3 days
Objective/Focus Lesson
(from NC-SCOS)
From AP Curriculum
Curriculum Emphasis:
Figurative Language- Symbol
and Allegory
Course Objectives: C3, C5,
C7, and C8.
Lesson Resources
Daily Essential Question
What is the difference between
symbol and allegory?
How do both literary
techniques enhance the
understanding and experience
produced by a poem?
How does one analyze symbol
and allegory when addressing
a timed writing prompt?
Text
1. “The Road Not
Taken” by Robert
Frost
2. “A noiseless
Patient Spider” by
Walt Whitman
3. “The Sick
Rose” by William
Blake
4. “Digging” by
Seamus Heaney
5. “Fire and Ice”
by Robert Frost
6. “The Writer”
Other
Voice
Lessons
by Nancy
Dean
Formal and
Informal
Assessments
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
symbols and
allegories.
3. Each student
must choose one
poem not
analyzed in class
and write a
by Richard
Wilbur
3-4 Days
Curriculum Emphasis:
Paradox, Overstatement,
Understatement, and Irony
How do the literary devices
mentioned in the previous
column impact one’s
understanding and analysis of
Course Objectives: C2, C3, C7, poetry?
and C8.
How does a poem employ
these literary techniques to
both broaden and specify the
experience, which it seeks to
convey/explain?
How does one analyze and
discuss the use of such literary
techniques in a formal essay?
1. “The Sun
Rising” by John
Donne
2. “Incident” by
Countee Cullen
3. “Barbie Doll”
by Marge Piercy
4. “The Chimney
Sweeper” by
William Blake
5. “Ozymandias”
by Percy Bysshe
Shelley
6. “Sorting
Laundry” by
Elisavietta Ritchie
7. “The Unknown
Citizen” by W.H.
Auden
8. “in the inner
city” by Lucille
Clifton
Voice
Lessons
by Nancy
Dean
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
1.Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
paradox,
overstatement,
understatement,
and irony.
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
2 Days
Curriculum Emphasis:
Allusion
Curriculum Objectives: C2,
C6, C7, and C8.
How does the inclusion of
allusions help to better
develop the experience the
poet is trying to convey?
9. “My Last
Duchess” by
Robert Browning
1. from Macbeth:
“She should have
died hereafter” by
William
Shakespeare
Voice
Lessons
by Nancy
Dean
2. “in Just” by e.e.
cummings
3. “On His
Blindness” by
John Milton
4. “Leda and the
Swan” by William
Butler Yeats
5. “A monkey
sprang down from
a tree” by
Laurence Perrine
Day
2 days
Objective/Focus Lesson
(from NC-SCOS)
From AP Curriculum
Curriculum Emphasis:
Meaning and Idea
Lesson Resources
Daily Essential Question
Text
Other
What is poetry?
1. “Stopping by
Voice
What is the purpose of poetry? Woods on a Snowy Lessons
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
allusions.
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
Formal and
Informal
Assessments
1. Voice Lesson
Activity Every
Course Objectives: C2, C5,
C7, and C8.
How should one read and
analyze poetry?
How is poetry different from
prose?
How is the experience of
poetry different from the
experience of prose?
Evening” by
Robert Frost
by Nancy
Dean
2. “Love’s Deity”
by John Donne
3. “The Caged
Skylark” by
Gerard Manley
Hopkins
4. “To the Mercy
Killers” by Dudley
Randall
2 Days
Curriculum Emphasis: Tone
How does a poet establish tone
in a poem and by using an
Course Objectives: C1, C3, C7, alternate speaker?
and C8.
How does one analyze tone in
a poem?
How does one discuss tone in a
timed essay?
How does imagery and diction
affect tone in a poem?
1. “Menelaus” by
Derek Walcott
2. “The Emperor
of Ice-Cream” by
Wallace Stevens
3. “Morning
Song” by Sylvia
Plath
4. “The Flea” by
John Donne
Voice
Lessons
by Nancy
Dean
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
meaning and idea
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
1.Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding tone.
3. Each student
must choose one
5. “Crossing the
Bar” by Alfred,
Lord Tennyson
6. “Getting Out”
by Cleopatra
Mathis
7. “Love” by
Anonymous
2 Days
Curriculum Emphasis:
Rhythm and Meter
Curriculum Objectives: C3,
C5, C7, and C8.
What does rhythm and meter
affect tone and theme in
poems?
What are the various
“musical” qualities of poetry,
and how do those qualities
extend to meaning?
1. “We Real
Cool” by
Gwendolyn
Brooks
2. “Had I the
Choice” by Walt
Whitman
3. “Old Ladies’
Home” by Sylvia
Plath
4. “Constantly
risking absurdity”
by Lawrence
Ferlinghetti
5. “Break, break,
break” by Alfred,
Lord Tennyson
Voice
Lessons
by Nancy
Dean
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding rhythm
and meter.
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
Day
2 days
Objective/Focus Lesson
(from NC-SCOS)
From AP Curriculum
Curriculum Emphasis:
Sentimental, Rhetorical, and
Didactic Verse
Course Objectives: C1, C2,
C7, and C8.
Lesson Resources
Daily Essential Question
How do poets employee the
previous column’s literary
techniques to extend the
meaning of their poems?
Do poets achieve the use of
sentimental, rhetorical, and
didactic verse in order to
better facilitate meaning and
experience?
Text
1. “Do not stand
by my grave and
weep”
2. “Song”
3. “To a
Waterfowl” by
William Cullen
Bryant
4. “The Engine”
5. “I Like to See
it Lap the Miles”
6. “The Toys”
7. “Little Boy
Blues”
8. “God’s Will
for You and Me”
9. “Pied Beauty”
10. “A Poison
Tree”
11. “The Most
Vital Thing in
Life”
Other
Voice
Lessons by
Nancy
Dean
Formal and
Informal
Assessments
1. Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Informal
discussions and
analysis of poetry,
regarding
sentimental,
rhetorical, and
didactic verse.
3. Each student
must choose one
poem not
analyzed in class
and write a
formal analytical
paper, discussing
the literary
techniques and
devices used by
the poet to create
meaning and to
communicate an
experience.
4-6 Weeks
Curriculum Emphasis:
Tragedy and Unrealistic
Drama
Course Objectives: C1, C2 C3,
C4, C5, C6, C7, and C8.
What is a tragedy?
What is unrealistic drama?
Why do tragedies “stand the
test of time?”
What are Aristotle’s Six major
Characteristics of all Tragic
Heroes?
Do tragedies fall short of their
purpose? Why or why not?
How do allusions function in
tragedies?
1. The Tragedy
of Macbeth
2. The Tragedy
of Hamlet
3. Dr. Faustus
Voice
Lessons by
Nancy
Dean
Movies:
1. The
Seventh
Seal (Dr.
Faustus)
2.
Polanski’s
Macbeth
3. Hamlet
(Mel
Gibson
version)
2007-2008
Work in Progress
Prepared by: Melissa Mustard & Cara Duryea for HCHS department use.
1.Voice Lesson
Activity Every
Day at the
beginning of
class- Analysis of
diction, detail,
imagery, syntax,
and tone.
2. Thematic
Posters- Focus on
Tragedy and the
Development of
the tragic hero.
3. Formal
Seminar on all
three plays.
4. 2 Timed
Essays on the
Development of
the Tragic Hero,
analyzing the
significance of
literary devices
such as: verse,
meter, allusion,
extended
metaphors, foil
characters,
theme, tone, and
motifs.