Elizabethtown Area
School District
English Grade 12
Course Number:
132
Length of Course: 1 semester
Grade Level: 12
Length of Period:
Total Clock Hours: 120
80 minutes
Periods per Week/Cycle: 5
Credits (if app.):
Date Written:
Rvsd. 8/3/07
Written By Chris Bradley, Michele Henry
1
Course Description:
Designed for the student whose goals include attending a post-high school educational
institution, either for two or four years, this course is a concentration on British literature in its
historical, social, and linguistic context. Chronologically organized, the course begins with the
Old English work Beowulf and concludes with poetry that spans all literary periods. Particular
emphasis is placed on individual writers, such as Chaucer and Shakespeare, and characteristics of
literary periods, from the Anglo-Saxon Era to the Modern Era. Within this framework, students
further develop language skills: critical thinking, reading, comprehension, vocabulary
development, composition, and speech. Other major components of this course are the senior
research project and the graduation speech.
page 1
Elizabethtown Area
School District
I. Overall Course/Grade Level Standards
Students will KNOW and be able TO DO the following as a result of taking this course.
A. Write narrative, persuasive, and informative essays with style and sophistication.
B. Display an understanding and appreciation of the forces that shaped the British literary
periods.
C. Read, analyze, and interpret British literature as a unique genre.
D. Actively engage in class discussions, displaying maturity in both speaking and listening.
E. Assimilate new vocabulary from literature and foreign expressions lists into spoken and
written communication.
F. Compose and deliver an effective graduation speech.
G. Display an understanding of the evolution of the English language.
H. Complete a research project: select and refine a topic; locate information; organize,
summarize, and present ideas from research.
I. Compose sentences, paragraphs, and essays using proper grammatical form.
J. Read and comprehend British poetry with an understanding of its defining elements.
page 2
Elizabethtown Area
School District
II. Content
Major Areas of Study
List all units of study below:
Unit
Estimated Time
3 weeks
Materials
Textbook
2. Medieval Era
2 weeks
Textbook
3. Elizabethan Era
3 weeks
Textbook
Hamlet books
4. Modern Era
2 week
Textbook
5. Persuasive Essay
1 week
Writers INC
6. Narrative Essay
1 week
Writers INC
7. Research Project
3 weeks
8. Vocabulary
2 weeks
9. Graduation Speech
1 week
10. Poetry
3 weeks
Writers INC,
Textbook,
Computer Lab
Teacher
Generated
Materials
Video of
examples,
handouts from
speech books
Textbook
11. Grammar
4 weeks
(concurrent with
other units)
Teacher
Generated
Materials
1. Anglo-Saxon Era
Note: some units overlap with others.
page 3
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Anglo-Saxon
Essential Question for the Unit: Who were the Anglo-Saxons and what were
their contributions to Western literature?
Unit Objectives/Key Questions
A. What is the Anglo-Saxon concept of a hero as
depicted in Anglo-Saxon literature?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
B
B. What literary devices are found in Anglo-Saxon
literature?
E
G
C. How did the Anglo-Saxon language affect the
evolution of modern English?
I
G
C
1.7.11A
1.7.11C
D. What is the essential reading vocabulary from this
text?
E. How can I expand my vocabulary from reading a
text?
E
E
1.1.11E
E
E
1.1.11E
1.1.11F
F. How can I determine the meanings of words
through context clues?
E
E
1.1.11C
1.1.11E
G. How can I use writing to discover, organize, and
support what is known and what needs to be known
from a text?
H. What are the strategies that good readers use to
comprehend a text?
E
C
I
1.3.11F
E
C
J
1.1.11D
1.3.11F
I. How can class discussions in large and small groups I
be used to comprehend a text?
D
1.6.11A
1.6.11D
1.6.11E
page 4a
1.1.11G
1.1.11H
1.2.11A
1.3.11A
1.3.11C
1.3.11D
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Medieval Era
Essential Question for the Unit: How did the Medieval Period contribute to the
development of Western literature?
Unit Objectives/Key Questions
A. How was Medieval literature driven by feudalism
and the code of chivalry?
Priority
Aligned to Course Aligned to PA
Standard
Standard
I
B
1.7.11A
B. What is the Medieval concept of the hero as
depicted in Medieval literature?
E
B
C. What literary devices originated in the Medieval
Era?
E
C
G
1.1.11G
1.1.11H
1.2.11A
1.3.11A
1.3.11C
1.3.11D
D. How did the language change during the Medieval
Era?
I
G
1.7.11A
1.7.11C
E. What literary elements does Chaucer use to
develop his characters in The Canterbury Tales?
E
C
J
1.3.11B
F. What is the essential reading vocabulary from this
text?
G. How can I expand my vocabulary from reading a
text?
H. How can I determine the meanings of words
through context clues?
I. How can I use writing to discover, organize, and
support what is known and what needs to be known
from a text?
J. Which reading strategies can I use to help me
understand the text?
K. How can class discussions in large and small
groups be used to comprehend a text?
E
E
1.1.11E
E
E
E
E
E
C
I
1.1.11E
1.1.11F
1.1.11C
1.1.11E
1.3.11F
E
I
C
J
D
L. How can writing poetry in the style of Chaucer be
used to understand technique, illustrative detail,
literary elements, and literary devices?
I
J
1.1.11D
1.3.11F
1.6.11A
1.6.11D
1.6.11E
1.4.11A
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Elizabethan Era
Essential Question for the Unit: How did the Elizabethan Period contribute to the
development of Western literature?
Priority
Unit Objectives/Key Questions
A. How did Shakespeare contribute to the
development of Western literature?
Aligned to Course Aligned to PA
Standard
Standard
I
G
1.7.11C
B. How did Shakespeare’s life and times affect his
writing?
I
G
1.7.11A
C. What is a sonnet?
E
C
J
D. What is a tragedy?
E
C
E. What literary devices does Shakespeare employ in
his works?
E
C
J
1.3.11A
1.3.11D
1.3.11F
1.3.11A
1.3.11E
1.3.11F
1.1.11E
1.3.11C
F. How can I expand my vocabulary by reading a
text?
E
E
1.1.11E
1.1.11F
G. How can I determine the meanings of words
through context clues?
E
E
1.1.11C
1.1.11E
H. How can I use writing to discover, organize, and
support what is known and what needs to be known
from a text?
I. What reading strategies can I use to better
understand the text?
E
C
I
1.3.11F
E
C
J
1.1.11D
1.3.11
J. How can class discussions in large and small groups I
be used to comprehend a text?
D
1.6.11A
1.6.11D
1.6.11E
page 4a
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Modern Era
Essential Question for the Unit: How is the evolution of English literature
manifested in the contemporary era?
Unit Objectives/Key Questions
A. What literary elements are still evident in modern
British literature?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
C
J
1.3.11B
1.3.11C
B. What mores and attitudes define modern British
literature?
I
B
1.7.11A
C. How has the content and style of British literature
evolved?
I
B
D. How does setting establish mood in literary works?
E
J
1.1.11B
1.1.11D
1.1.11G
1.1.11E
E. What is the essential reading vocabulary from this
text?
E
E
1.3.11B
F. How can I expand my vocabulary from reading a
text?
E
E
1.1.11E
1.1.11F
G. How can I determine the meanings of words
through context clues?
E
E
1.1.11C
1.1.11E
H. How can I use writing to discover, organize, and
support what is known and what needs to be known
from a text?
I. What reading strategies can be used to better
understand a text?
E
C
I
1.3.11F
E
C
J
1.1.11D
1.3.11F
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Vocabulary
Essential Question for the Unit:
How can new words be used to develop a
better writing and speaking vocabulary?
Unit Objectives/Key Questions
A. How are foreign words and expressions used in the
English language?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
E
1.1.11C
B. How are Greek and Latin prefixes, suffixes, and
roots used to form words in the English language?
E
E
1.1.11C
C. How does the use of context clues aid in improving
vocabulary?
E
E
1.1.11E
D. How do a word wall and the use of highlighting and E
Post-It Notes aid vocabulary development?
E
1.1.11E
E.
F.
G.
H.
I.
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Graduation Speech
Essential Question for the Unit: What is the value of a good graduation
speech?
Unit Objectives/Key Questions
A. What are the essential elements of a graduation
speech?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
F
1.6.11C
B. Why is it important for students to reflect upon the
past and project toward the future in writing a
graduation speech?
C. Why is delivery so important in presenting a
formal speech?
E
F
1.6.11C
E
F
1.6.11C
D. What is the importance of listening to and
evaluating others’ presentations?
E
F
1.6.11A
E.
F.
G.
H.
I.
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Poetry
Essential Question for the Unit: How does knowledge of the defining elements
of British poetry lead to an understanding and appreciation of this genre?
Unit Objectives/Key Questions
A. What literary elements define British poetry?
Priority
E
Aligned to Course Aligned to PA
Standard
Standard
B. What forms does poetry take?
E
C
J
J
C. What poetic devices do poets use to enhance
meaning?
E
J
1.3.11C
D. How are rhyme and meter used to enhance form
and meaning?
E. How do diction and syntax enhance form and
meaning?
F. How can knowledge of vocabulary, syntax, and
diction be used to understand a poem?
I
J
1.3.11C
E
J
1.3.11D
I
E
J
G. How is knowledge of the background of the poet
useful in understanding his/her works?
E
H. How is knowledge of the literary era in which a
poem was written useful in understanding a poem?
E
I. Why is connotation important in understanding a
poem?
I
B
C
J
B
C
J
J
1.1.11F
1.1.11H
1.3.11A
1.3.11D
1.1.11G
J. How can I use writing to discover, organize and
support what is known and what needs to be known
from a text?
E
C
I
1.1.11D
1.3.11A
1.1.11B
1.3.11A
1.7.11A
1.7.11B
1.3.11F
Elizabethtown Area
School District
Name of Course British Literature
Name of Unit: Research
Essential Question for the Unit: What are the essential questions that will
determine my research plan of action?
Unit Objectives/Key Questions
A. How do I formulate a thesis statement from my
area of inquiry?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
A
H
1.8.11A
B. Do I have a strong thesis statement that will guide
my research?
C. What are the best available resources on my topic?
E
I
A
H
H
1.4.11C
1.8.11A
1.8.11B
D. What is a credible source?
E
H
1.2.11B
1.8.11B
E. How can I filter and distill all the information I
have gathered?
I
H
1.8.11C
F. What is the best way to organize my material?
E
H
1.8.11C
G. What is parenthetical documentation?
E
H
1.8.11C
H. When am I required to use parenthetical
documentation?
E
H
1.8.11C
I. How is a works cited page compiled?
E
H
1.8.11C
J. What tools can I use to revise and edit my work?
E
E
1.5.11E
1.5.11F
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Narrative Essay
Essential Question for the Unit: What defines an effective narrative essay?
Unit Objectives/Key Questions
A. What defines the term “narrative essay”?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
A
1.4.11B
B. Who or what are the specific forces that have
influenced your life and how can they be used to write
a narrative essay?
C. What elements define “character”?
E
D
1.4.11B
E
A
1.4.11B
D. What is the role of sensory and emotive language
in a narrative essay?
E
A
1.4.11B
E. What are the components of an effective narrative
introduction?
E
A
F. How does order/organization relate to the narrative
essay?
E
A
G. What are the components of a successful/effective
conclusion?
E
A
1.5.11A
1.5.11C
1.5.11D
1.5.11A
1.5.11B
1.5.11C
1.5.11D
1.5.11A
1.5.11C
H. What tools can I use to revise and edit my work?
E
A
1.5.11E
1.5.11F
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Persuasive Essay
Essential Question for the Unit: What defines an effective persuasive essay?
Unit Objectives/Key Questions
A. What defines a workable topic for a persuasive
essay?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
A
1.4.11C
B. What are the components of an opinion statement
(thesis statement)?
E
A
1.4.11C
C. What are the components of an effective
introduction for persuasion?
E
A
1.5.11A
1.5.11C
D. What defines effective supporting detail?
E
A
1.4.11C
1.5.11B
E. What is emotive language?
E
A
1.5.11D
1.7.11D
F. What is the correct MLA method for
documentation of supporting material?
E
H
1.8.11B
1.8.11C
G. How does order/organization relate to the
persuasive essay?
E
A
H. What are the components of a successful
conclusion?
E
A
1.5.11A
1.5.11C
1.5.11D
1.5.11A
1.5.11D
I. What tools can I use to revise and edit my work?
E
A
1.5.11E
1.5.11F
Elizabethtown Area
School District
Name of Course: British Literature
Name of Unit: Grammar
Essential Question for the Unit: How does proper use of grammar aid
students in becoming better communicators and writers?
Unit Objectives/Key Questions
A. What is the importance of pronoun/antecedent
agreement and subject/verb agreement and how can it
be accomplished?
Priority
Aligned to Course Aligned to PA
Standard
Standard
E
I
1.5.11F
B. How can good usage of verbals improve student
writing?
E
I
1.5.11F
C. How can the avoidance of dangling and misplaced
modifiers improve student writing?
E
I
1.1.11F
D. What are the rules governing punctuation,
especially correct apostrophe usage?
E
I
1.1.11F
E. How can the avoidance of run-ons and fragments
improve student writing?
E
I
1.1.11F
F. How can the knowledge of the three different types
of clauses improve student writing?
E
I
1.1.11F
G. How can a working knowledge of homophones
improve student witing?
E
I
1.1.11F
Elizabethtown Area
School District
III. Course Assessments
Check types of assessments to be used in the teaching of the course.
(Provide examples of each type.)
_ X_ Objective Tests/Quizzes
_ X_ Constructed Responses
_ X_ Essays
____ Reports
_X_ Projects
____ Portfolios
_X_ Presentations
____ Performance tasks
____ ___________________
_ X_ Response Journals
X Logs
____ Computer Simulations
____ Research Papers
____ Class Participation
_X__ Notetaking
_ X_ Daily Assignments
____ Writing Samples
____ _________________
Provide copies of common assessments that will be utilized for all students taking this course.
Overall course/grade level standards will be measured by a common course assessment. Unit
objectives will be measured on an ongoing basis as needed by the classroom teacher to assess
learning and plan for instruction. List common assessements below and recommended date/time
frame for administration (at least quarterly).
Name of Common Assessment
When given?
1. Verse form using Chaucer’s style (Honors)
Marking period 1
2. Narrative Essay
Marking period 1
3. Persuasive Essay
Marking period 2
4. Research Project
Marking period 2
5. Graduation Speech
Marking period 2
6. Final Exam
Marking period 2
page 5
Elizabethtown Area
School District
IV. Expected levels of achievement
Current grading scale:
As per EAHS school policy.
PA Proficiency Levels
Advanced
Proficient
Basic
Below Basic
Attach rubrics, checklists, or other documentation noting how levels of proficiency will be
determined for common assessments. The following scoring documents have been developed for
this course: