Curriculum Map for Seniors--Advanced English IV
Teacher: Bowen
School: GHS
Month
Aug.,
Content
Unit 1
The Middle Ages
449-1485
--Lecture “The AngloSaxon Period”
--“Beowulf”
Skills
--Outlining unit intro
to ID important
facts.
--Note taking from
lectures. (For EACH
unit studied)
-ID charac. Of AngloSaxon culture
reflected in writings of
the period.
--Analyze relationship
between lit. and
history
--Analyze relationship
between lang. and lit.
--ID literary elements
of Anglo-Saxon poetry
--Understand and
appreciate epic poetry.
--ID/analyze the
elements of poetry:
Stanza, Rhyme
Scheme, Meter, Lines,
Rhythm,
Mood, Metaphor,
Simile, Imagery,
Repetition, Tone,
Allusion,
Personification,
Apostrophe,
Assessment
--Create medieval
kennings.
--Share kennings aloud
in class
--Contrast/Comparison
Essay
Essential Questions
NOTE: These questions
apply to the entire course.
We don’t study British
Literature by genre but
chronologically by historical
time period. There is a mix of
non-fiction, fiction, poetry,
prose, and drama spread
throughout the course and
elements of genre
applied/studied for each piece
of literature throughout the
year.
--How does understanding the
various time periods in British
history help me understand the
literature that developed during
that era?
--How does reading various
pieces/styles of literature from
the different eras in British
history help me understand the
British past?
--How does studying various
pieces of literature help me
understand cultural
beliefs/changes in British
Standards
State
Standards
covered in
this unit:
1 A, B, C
2 A, B.
3 A, B, C
4 A, B
5 A, B, C
Synecdoche,
Metonymy,
Alliteration,
Assonance,
Consonance, (These
elements will be
applied to ALL
poetry in the course)
--Participation in oral
discussions of
meaning of various
pieces of literature and
methods writers use to
convey meaning. (For
all assignments in
this course)
history?
How does developing my
vocabulary help me be a better
reader and help me understand
what I read?
How does identifying and
understanding the use of poetic
devices help me understand
poetry?
How does identifying and
understanding the elements of
fiction help me understand
narrative poetry and prose
fiction?
How do Reader
Responses/journal writings help
me think more critically about
the reading?
Sept.
Unit 1 cont’d
--“The Seafarer”
--Riddles
--Video “Europe in the
Middle Ages”
--Lecture “The Middle
Ages”
--Prologue to “The
Canterbury Tales”
--“The Pardoner’s Tale”
--Demonstrate
understanding of
Anglo-Sax period and
lit by writing
compositions of
analysis and
comparison.
--Analyze AngloSaxon riddles
--Demo understanding
of medieval poetry
--Clarify meaning of
archaic language and
inverted syntax
--Reader Response
(Short in-class writing—
one paragraph—on a
given topic/question
about the assigned
reading. Demonstrates
comprehension and
interpretation of various
pieces of literature.
These will be used
throughout the course.)
--Viewing guide notes
on video of Middle
Ages
--Create riddle in
medieval style
--Share riddles aloud in
class
--Analysis essay of
Chaucer’s writing style
Oct.
Unit 1 cont’d
--Arthurian Research
Project
--Lecture “Chivalric
Romance, Quest Tales,
Code of Chivalry, and
Arthurian Legends”
--“Le Mort Darthur”
--“Sir Gryflet and the Quest
of the Heart”
--“Sir Gawain and the Green
--Designing research
around an assigned
topic.
--Conducting web
searches
--Evaluating web sites.
--Taking research
notes
--Assessing info and
drawing a conclusion
based on given facts to
develop a thesis.
--Proper methods for
quoting, paraphrasing,
summarizing, and
citing material from
other sources.
--MLA documentation
--Proofreading/editing/
revising.
--Research Paper
--note cards
--formal sent. Outline
--Final Paper
--Understanding and
analyzing elements of
medieval prose and
Chivalric Romance/
Quest tales.
--Understand and ID
the elements of fiction:
plot, setting, theme,
characterization,
--Reader Response
--Essay identifying
chivalric ideals in Le
Mort Darthur
Knight”
--from “The Book of
Margery Kemp”
--“Sir Patrick Spens”
--“Bonnie George
Campbell”
--“Bonny Barbary Allan”
--“Get Up and Bar the
Door”
--“Everyman”
Nov.
point-of-view,
conflict, protagonist,
antagonist, (These
elements will be
applied to ALL prose
fiction in the course)
--Demo understanding
of main features of
medieval ballads, and
importance of these
ballads to ordinary
people, and their
similarity to modern
folk ballads.
--Reader Response
--Demo understanding
elements of allegorical
writing
--Analysis essay on
allegorical/literal
elements of charac. In
“Everyman”
Unit 2
The Renaissance
1485-1660
Part I
The Elizabethan Age
--Lecture—The Elizabethan
Age
--The Sonnet
--Sir Thomas Wyatt
“Whoso List to Hunt”
--Sir Edmund Spenser
“Sonnet 67”
--Sir Philip Sidner
“Sonnet 31”
--Christopher Marlowe
“The Passionate Shepherd
to His Love”
--Lecture notes
--ID the 3 styles of
sonnets
--Understand and
appreciate pastoral and
antipastoral poetry
--Understand
explication of poetry
--ID and appreciate the
artistry of Shakespeare
in poetry and drama
--Understand and
--Contrast/ Comparison
essay
--Creation of a sonnet
adhering to
Shakespearean
conventions
--Share sonnets aloud
with class
--Explication of poem
--Quiz over each Act of
MacBeth
State
Standards
covered in
this unit:
1 A, B, C
2 A, B
3 A, B, C
4 A, B
--Sir Walter Raleigh
“The Nymph’s Reply to the
Shepherd”
--William Shakespeare
“Sonnet 18”
“Sonnet 29”
“Sonnet 130”
“MacBeth”
Dec.
Jan.
appreciate the
elements of drama:
Drama, Tragedy, Act,
Scene, Cast of
Characters,
Playwright, Stage
Directions, Dialogue,
Monologue, Dramatic
Foil, Soliloquy,
Dramatic Irony, Aside,
Comic Relief,.
Unit 2, Part I cont’d
“Macbeth”
Unit 2
The Renaissance
Part II
The Jacobean Age
--Lecture—The Jacobean
Age
--John Donne
“A Valediction”
“Holy Sonnet 4”
“Holy Sonnet 6”
“Meditation 17”
--George Herbert
“Virtue”
“Easter Wings”
--Andrew Marvell
--Take note from oral
lecture
--ID various literary
forms of Jacobean Age
--Understand and
appreciate
metaphysical poetry
--Relate lit. of
Jacobean Age to
political and
philosophical ideas of
--Extended Reader
Response for each act of
Macbeth
--Quiz over each Act of
MacBeth
--Extended Reader
Responses for each act
of Macbeth:
Contrast/Comparison,
Character Analysis,
--Dramatic presentations
from Macbeth
--Reader Responses
--Journal entries
--Write shape poem
--Share poems aloud
with class
--Explication essay
--Artwork of imagery
--Quizzes
For this
unit
1 A,B,C
2 A,B
3 A,B,C
4 A,B
“To His Coy Mistress”
--Ben Jonson
“On My First Son”
“On My First Daughter”
Unit 2, Part II cont’d
“Song to Celia”
--Robert Herrick
“To the Virgins…”
“To Daffodils”
--Sir John Suckling
“The Constant Lover”
“Why So Pale and Wan”
--Elizabeth I
“When I Was Fair and
Young”
--Amelia Lanier
From “Salve Deus Rex
Judaeoreum”
Feb.Mar.
Unit 2, Part II cont’d
--John Milton
“On His Having Arrived at
the Age of Twenty-Three”
“On His Blindness”
From “Paradise Lost”
--John Bunyan
From “The Pilgrim’s
Progress”
the time.
--Understand and
appreciate cavalier
poetry
--ID various literary
forms from the Puritan
Age
--Analyze an allegory
--Explicate a poem
--Write meaningful
journal entries
responding to the
literature.
Unit 3
The Restoration and the
18th Century
1660-1798
--Lecture—The Restoration
and the 18th Century
--John Dryden
From “Preface to Fables
Ancient and Modern”
--Lady Mary Chudleigh
“To the Ladies”
--Hannah More
From “Slavery, A Poem
--Samuel Pepys
From “The Diary of Samuel
Pepys”
--Daniel Defoe
From “A Journal of the
Plague Year”
Robinson Crusoe
--Jonathan Swift
From “Gulliver’s Travels”
Video “Gulliver’s Travels”
“A Modest Proposal”
--Joseph Addison and
Richard Steele
Selections from The
Spectator and The Tatler
“Sir Roger de Coverley”
“Sir Roger at Church”
Literature and Social
Backgrounds of English
Coffeehouses
--Alexander Pope
From “The Rape of the
Lock”
--Note taking
--ID major authors,
popular genres,
recurring themes, and
dominant style of lit in
this age.
--Demonstrate
understanding of
relationship between
social concerns and
production of satire
and realism
--Analyze methods
used by Pope, Swift,
Addison, and Steele to
create Satire
--ID and demonstrate
understanding of
innovations in subject
matter and style in
work of Gray, Burns,
and Blake.
--Study primary
sources
--Study an 18th
Century novel
--Reader Responses
--Quizzes
--Essay analyzing
themes in novel
--Analyze satirical
elements of video
--Collaborate with
classmates to write a
satire
--Share satire aloud with
class
--Artwork of imagery
--Persuasive Essay with
documented research
--Explication Essay
--Analyze elements of
epic poem
--Participation in group
discussion
For this
unit
1 A,B,C
2 A,B
3 A,B
4A
5 A,B,C
MarMay
Pope’s Epigrams
--Thomas Gray
“Elegy Written in a Country
Churchyard”
--Robert Burns
“To a Mouse”
--William Blake
From Songs of Innocense
“Introduction”
“The Lamb”
“The Chimney Sweeper”
From Songs of Experience
“Introduction”
“The Tiger”
“A Poison Tree”
The Romantic Age
1798-1832
--Lecture—The Romantic
Age
--William Wordsworth
“Lines Composed a Few
Miles Above Tintern
Abbey”
“She Dwelt Among the
Untrodden Way”
“Strange Fits of Passion
Have I Known”
“A Slumber Did My Spirit
Steal”
“My Heart Leaps up When I
Behold”
“Composed upon
Westminster Bridge”
“It Is a Beauteous Evening,
Calm and Free”
“London, 1802”
--Note Taking
--ID major authors,
popular genres,
recurring themes, and
dominant style of lit in
this age.
--Demonstrate an
understanding of the
Romantic emphasis on
humanity’s
relationship with
nature.
--Demonstrate an
understanding of the
democratic values of
Romantic writers and
their interest in the
common man.
--Demonstrate and
For this
unit
1 A,B,C
2 A,B
3 A,B
4 A,B
--Reader Responses that
address specific prompts
--Quizzes
--Select music suitable
for a musical score of
elegiac poem.
--Essay analyzing
themes in a Gothic novel
--Artwork of imagery
--Participation in group
discussion
--Explication essay
“The World is Too Much
With Us”
--Samuel Taylor Coleridge
“Rime of the Ancient
mariner”
--Jane Austen
From Pride and Prejudice
--George Gordon, Lord
Byron
“Written After Swimming
from Sestos to Abydos”
“She Walks in Beauty”
“On This Day I complete
my Thirty-Sixth Year”
--Percy Bysshe Shelley
“Ozymandias”
“Sonnet: England in 1819”
“To _____”
“Dirge”
--John Keats
“On First Looking Into
Chapman’s Homer”
“Bright Star! Would I were
Steadfast as Thou Art”
“When I have fears that I
may Cease to be”
“The Eve of St. Agnes”
“Ode to a Nightingale”
--Mary Shelley
Frankenstein
understanding of the
social attitudes and
customs of the
Romantic period.
--Analyze and
interpret the Romantic
concern with
individual experience
and the power of the
imagination
--Identify and analyze
narrative techniques
characteristic of
Romantic Literature
--Contrast diction and
conventions of 18th C.
lang and Romantic era
lang.
--Analyze elements of
a Romantic (Gothic)
novel.