St. Mary's College High School
English 3-4 Honors (World Lit)
August
Content
elements of the short story and the
novel
Skills
identify the essential components
of a story
and a pattern of action.
Essential Questions:
How is a story constructed?
How does an author develop action
around one character in a succinct
amount of time?
How does point of view in a short
story affect the other elements in a
story, and how does it differ from
point of view in a longer piece of
fiction?
differentiate between various
ways to read a story and to look for
its meaning and significance.
Assessment
oral discussion and summarization
of summer readings and stories that
they all read last year.
oral retelling of popular fairy tale
and oral recall quiz, using questions
from all 3 levels of reading.
compare and contrast the periods of
writing and distinguish how each
style reflects the time in which it
was written.
free write and discussion
of particular time periods, asking
them to make connections between
periods in history and more
contemporary times.
Skills
Assessment
levels of reading, writing, and
discussion:
literal, interpretive, applied
genres of romanticism, realism, and
modernism
WHAT IS THE SHORT STORY
WHAT IS THE NOVEL
HOW DO THEY DIFFER IN
STRUCTURE AND PURPOSE
September
Content
short stories: read 2-3 stories:
plot point stories in notebooks in
pairs or small groups; answer
questions about the stories in
writing-short answer questions with
evidence from the texts.
Babylon Revisited
The Lottery
The Bet
Plot
conflict
character
theme
locate and identify the different
elements of fiction within each
story.
discuss responses and answers as a
formative preparation for essay # 1
on one of the stories.
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English 3-4 Honors (World Lit)
St.
Mary's College High School
Content
point of view
setting
pattern of action
vocabulary list #1: words taken
from the literature and cross
referenced with the sat list
Grammar
Punctuation
subject/verb agreement
Skills
Assessment
look up words in the dictionary in
small groups; analyze the
definitions and distinguish the
differences and nuances of
meaning.
produce sentences using each word
in its appropriate context.
sharing of definitions in large
group in class
illustrate that they know the
definitions by choosing the
appropriate words from the list to
put into a story.
written test on spelling and
definitions.
review of the writing process
Essay #1
final copies of sentences
vocabulary worksheet with fill-ins.
quizzes on punctuation and
subject/verb agreement
use the comma, semicolon, and
colon correctly
Revisions of essays
Essay on "Babylon Revisited"
identify and label the parts of the
essay.
write each separate paragraph of
the essay in class.
organize and outline key ideas for
each part of the essay,
rewrite the paper; then compare the
drafts.
produce a draft incorporating
each of the 4 stages of the writing
process.
consider the graded essay from a
revisionist's perspective, applying
the annotations regarding the
weaknesses and mistakes in the
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English 3-4 Honors (World Lit)
St.
Mary's College High School
Content
Skills
paper; prepare another draft
incorporating the teacher
annotations and recommendations
Assessment
Skills
Assessment
plot points/cornell notes in
notebooks in pairs or small groups;
October
Content
Homer
Epic poetry as literary form
Why Homer is considered one of
the most influential writers in
history.
Why a formal education is
impossible without reference to
Homer's works.
Explain and identify key characters
and their role in the poem.
Identify major themes in Homer's
works.
Trace the heroic journey of
Odysseus and be able to apply it to
other works of literature.
answer discussion questions, using
textual evidence and quotations.
discuss responses and answers as
preparation for formal written
essay on The Odyssey.
reading quizzes on poem.
The ancient city of Troy as rooted
in some historical fact.
The hero's journey in literature and
the epiphany and development of a
dynamic character
vocabulary list #2
.
look up definitions in groups to
differentiate between the variations
and nuances of meaning
sharing of definitions in large
group
illustrate that they know the
definitions by using them in context
summer reading
synthesize summer reading with
class core texts
November 2011
Content
Shakespearean tragedy
The stages of a tragic hero
Tragic flaw
Skills
Read and interpret the language of
Shakespeare.
Assessment
plot pointing/cornell notes in
groups
Distinguish his writing skills and
character development charts,
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English 3-4 Honors (World Lit)
St.
Mary's College High School
Content
Skills
methods.
The Tragedy of Julius Caesar
Public and private sides of the
characters in the play
Background on Ancient Rome
How power and greed may be key
ingredients of power
How power corrupts and (can
destroy a civilization)
The importance of William
Shakespeare to the Canon and to
Western Civilization
Grammar:
pronouns
pronoun with antecedents
misplaced modifiers
parallel structure
Recognize how his own life was a
profound impetus for his plays and
sonnets.Analyze key
Assessment
showing the stages of the tragic
hero
reading quizzes and short answer
questions
characters in Julius Caesar
analytical essay discussing public
identify major themes; identify, and vs private sides of the main
explain key symbols, themes, and
characters
motifs.
Trace the development of Julius
Caesar , Brutus, and Marc Antony
as a tragic heroes, and recognize
their tragic flaws and possible
epiphanies.
Draw connections between political quizzes on grammar
ambition as seen in the play and the
contemporary world.
use pronouns in correct case
write clear sentences with
modifiers in correct syntax
write sentences with all elements in
parallel form
December
Content
Skills
Assessment
All Quiet on the Western Front
World War I
Modernism
Essential Questions:
What is Modernism?
What characterizes Modernistic
literature?
How is it different and similar to
Realism?
Why was WWI so different from
previous wars?
How did those factors contribute to
the rise of Modernism?
Identify and analyze the elements
of Modernistic literature
reading quizzes on novel
argumentative essay
project incorporating quotation and
visual symbols.
identify and apply those elements
to other genres of Modern art
develop a position and compose a
written argument
Final analytical synthesis essay
incorporating multiple texts from
the trimester,
including summer reading.
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English 3-4 Honors (World Lit)
St.
Mary's College High School
Content
Skills
Assessment
Content
Skills
Assessment
Dawn
Recognize the dynamics of propaganda.
Reading quizzes
Birth of Israel
Identify the political polarities between the
Jews and the extremists fighting for a
Jewish state.
Discussion questions in groups
January
Jewish home state
Irgun movement Terrorism in Palestine
Vocabulary tests
Essential Questions:
What were the differences between the
Jews and the Palestinians?
Why were the Jewish people maybe
vulnerable to Irgun propaganda?
Identify the differences between personal
narrative and argumentative analysis
Personal narrative, assuming the position
of the main character in Dawn.
Assume the position of a character in a
novel
What effects does terrorism have on
terrorists?
Content
Balzac and the Little Chinese Seamstress
Mao Tse Dong
The cultural revolution
Rise of Communism
Skills
Assessment
Identify the reasons for the rise of
Communism
Oral presentations on book banning.
Student led discussions
Recognize its effects, both positive and
negative.
Reading quizzes
Vocabulary quizzes
Essential Questions:
Identify reasons and causes for banning
books and censorship
What is Communism
Why does it work or not work
Argumentative analysis of the themes of
censorship, propaganda, and cultural
upheaval.
What prompts revolution
What are the causes and effects of
changing/altering one’s culture?
February
Content
Things Fall Apart
Skills
Assessment
British imperialism
Assimilation
Negative capability
Missionizing
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English 3-4 Honors (World Lit)
St.
Mary's College High School
Content
Skills
Assessment
Essential Questions:
recognize the inherent flaws in
human nature that cause one
culture to dominate and colonize
another culture.
trace character development in
terms of utilizing the tools of
negative capability.
What is colonization/imperialism?
What are its goals?
What is the purpose of
assimilation?
What are its effects on a native
population?
Reading quizzes
Identify the effects of assimilation
and de-culturalization.
Trace the disintegration of one’s
beliefs at the hands of someone
else’s influence
Vocabulary quizzes
Timed writing questions analyzing
the character’s use of this skill
Final analytical synthesis of novels.
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