UNIT 1: Silas Marner, George Eliot
(2 weeks)
GOALS/OBJECTIVES:
 Discuss the significance of the novel’s epigraph
 Identify and analyze foreshadowing events throughout the novel
 Define the difference between the religion and superstition within the novel
 Comparison of Silas Marner’s love of money and his religious faith
ASSESSMENT:
-Interpretation of lines and quotes
-Essay test, clear thesis, supporting paragraphs, textual evidence, strong conclusion
UNIT 2: Lord of the Flies, William Golding
(2 weeks)
GOALS/OBJECTIVES:
 Thematic discussion: Loss of Innocence, Civilization vs. Savagery
 Identification of symbols: The Conch Shell, Piggy’s Glasses, The Signal Fire,
The Beast, The Lord of the Flies
 Significance of the littluns
 How does Piggy advance the novel’s themes?
ASSESMENT:
-Essay test, clear thesis, supporting paragraphs, textual evidence, strong conclusion
UNIT 3: Watership Down, Richard Adams
(1 week)
"The rabbits became strange in many ways, different from other rabbits. They knew well
enough what was happening. But even to themselves they pretended that all was well, for the
food was good, they were protected, they had nothing to fear but the one fear; and that struck
here and there, never enough at a time to drive them away. They forgot the ways of wild
rabbits. They forgot El-ahrairah, for what use had they for tricks and cunning, living in the
enemy's warren and paying his price?"
GOALS/OBJECTIVES:
 Interpretation of major quotes


Themes: home, leadership, nature
Characterization of Hazel, Bigwig, and Fiver
ASSESSMENT:
-Literary analysis paper
-Brief oral presentation
UNIT 4: Independent Novel
(1 week)
GOALS/OBJECTIVES:
 Students read and write about a British author of their choice
 Overview of British Literature
 The impact 20th century British writers had on modern and postmodern
movements in art and literature
ASSESSMENT:
-Formal essay evaluating other works and the British author of choice
UNIT 5: The Epic
(3 weeks)
GOALS/OBJECTIVES:
 Gain an understanding of Anglo Saxon history
 Develop character maps
 Define an epic
 Gain an understanding of the Medieval Civilization
 Discuss motifs: monsters, the oral tradition, the mead hall
 Discuss symbols and themes
ASSESSMENT:
-2 essays, one defining a character of choice and the character’s significance in the work,
one defining and explaining a main theme: clear thesis, supporting paragraphs, textual
evidence, strong conclusion
UNIT 6: Senior Project
(4 weeks)
GOALS/OBJECTIVES:
 Write senior research/term paper
 Develop research methods
 Practice MLA citations, works cited page, correct in-text citing
 Participate in a thesis workshop
 Improve note taking and outlining skills
 Practice public speaking skills
ASSESSMENT:
-Final presentation, visual aide, and paper
UNIT 7: The Middle Ages
(3 weeks)
GOALS/OBJECTIVES:
 Continued overview of Medieval history
 Attain biographical information about Geoffrey Chaucer
 Read and discuss fourteenth century poetry
 Read and analyze Chaucer’s Canterbury Tales
ASSESSMENT:
-Test on historical information, and the themes, symbols, and characters of Canterbury
Tales
-Essay comparing the different tales
UNIT 8: Tuesdays with Morrie, by Mitch Albom
(2 weeks)
GOALS/OBJECTIVES:
 Introduce students to sociology, including theories from Erik Erikson, Erich
Fromm, Steven Levine, and Martin Buber
 Discuss the nature and purpose of fables in relation to Morrie’s story about the
“little wave”
 Openly discuss the acceptance of invalidism, death, and dying
ASSESSMENT:
-Final essay discussing student growth and opinion of novel