PACING GUIDE FOR ENGLISH IV
GRADE LEVEL: 12THBIG IDEA: THE BRITISH TRADITION PREPARED BY: UNION COUNTY SCHOOLS
Time Frame
/ 5 Weeks / 4 Weeks / 4 Weeks / 5 weeksUnit Topic
(Specify skills/information that will be learned.) / Epic Heroes and Ordinary PeopleBeowulf
"Canterbury Tales" / Good and Evil
Macbeth
British Sonnets / Truth and Beauty
18th Century Poetry
A Modest Proposal
Research: (Choose One)
1. Emma
2. Frankenstein
3. Sense and Sensibility
4. Pride and Prejudice / Power and Control
1984
"The Rocking Horse Winner"
Choice of:
Brave New World
An Enemy of the People
A Doll's House
Enduring Understandings
(Give and/or demonstrate necessary information) / The historical and cultural development of early Britain influenced its first literature. / The struggle between good and evil is a human reality. / The English Romantics viewed Nature as the origin of truth and beauty. / Too much power can be dangerous.Essential Questions
(Steps to check for student understanding) / 1. How did the early historical and cultural development of Britain influence it first literature?2. What were the living conditions prior to and during the Medieval Period in Britain?
3. What is an epic hero? / 1. How does one determine what is good and what is evil?
2. How do literature and other media influence that determination?
3. What affect does evil have on the individual and society?
4. Can good and evil coexist? / 1. What values did English Romantics expound?
2. How did the English Romantics view Nature?
3. How was the literature of the English Romantic Period different from earlier and later English literature? / 1. What is propaganda?
2. How can the quest for power become a destructive force on society?
3. How does excessive ambition lead to corruption and abuse of power?
PACING GUIDE FOR ENGLISH IV
GRADE LEVEL: 12THBIG IDEA: THE BRITISH TRADITION PREPARED BY: UNION COUNTY SCHOOLS
Time Frame
/ 5 Weeks / 4 Weeks / 4 Weeks / 5 weeksEssential Questions con’t
/ 4. Why was the creation of a literary epic hero essential to the survival of the early Britons?5. How did the early literature also reflect the lives of ordinary people? / 5. What causes humans to commit deeds of darkness? / 4. What characteristics of English Romanticism influenced the development of American Romanticism?
Standards
/ Standard E4-1The student will read and comprehend a
variety of literary texts in print and nonprint formats.
Standard E4-2
The student will read and comprehend a variety of informational texts in print and nonprint formats.
Standard E4-3
The student will use word analysis and vocabulary strategies to read fluently. / Standard E4-1
The student will read and comprehend a
variety of literary texts in print and nonprint formats.
Standard E4-2
The student will read and comprehend a variety of informational texts in print and nonprint formats.
Standard E4-3
The student will use word analysis and vocabulary strategies to read fluently. / Standard E4-1
The student will read and comprehend a
variety of literary texts in print and nonprint formats.
Standard E4-2
The student will read and comprehend a variety of informational texts in print and nonprint formats.
Standard E4-3
The student will use word analysis and vocabulary strategies to read fluently. / Standard E4-1
The student will read and comprehend a
variety of literary texts in print and nonprint formats.
Standard E4-2
The student will read and comprehend a variety of informational texts in print and nonprint formats.
Standard E4-3
The student will use word analysis and vocabulary strategies to read fluently.
PACING GUIDE FOR ENGLISH IV
GRADE LEVEL: 12THBIG IDEA: THE BRITISH TRADITION PREPARED BY: UNION COUNTY SCHOOLS
Time Frame
/ 5 Weeks / 4 Weeks / 4 Weeks / 5 weeksStandards con’t
/ Standard E4-4The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English
Standard E4-5
The student will write for a variety of purposes and audiences.
Standard E4-6
The student will access and use information from a variety of sources. / Standard E4-4
The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English
Standard E4-5
The student will write for a variety of purposes and audiences.
Standard E4-6
The student will access and use information from a variety of sources / Standard E4-4
The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English
Standard E4-5
The student will write for a variety of purposes and audiences.
Standard E4-6
The student will access and use information from a variety of sources / Standard E4-4
The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English
Standard E4-5
The student will write for a variety of purposes and audiences.
Standard E4-6
The student will access and use information from a variety of sources
Integrations
(with other discipline areas) / ReadingWriting
History
Vocabulary
Art
Drama / Reading
Writing
History
Vocabulary
Art
Drama / Reading
Writing
History
Vocabulary
MediaTechnology / Reading
Writing
Government Economics
Vocabulary
PsychologyDistrict Assessments
(culminating assessments) / Benchmark Test / Benchmark Test /Benchmark Test
/Benchmark Test
English IV Grade: 12 Subject: The British Tradition
Unit Topic 1Epic Heroes and Ordinary People / Length of Unit
5 weeks / Content:
Beowulf
Canterbury Tales
Enduring Understanding / The historical and cultural development of early Britain influenced its first literature.
Focus/Essential Questions / How did the early historical and cultural development of Britain influence its first literature?
What were the living conditions prior to and during the Medieval period in Britain?
What is an epic hero?
Why was the creation of a literary epic hero essential to the survival of the early Britons?
How did the early literature also reflect the lives of ordinary people?
Instructional Objectives / The Student will be able to:
Use context clues to determine the meanings of unfamiliar words.
Compare and contrast Early and Medieval British Literature.
Draw logical conclusions regarding daily life based on the literature.
Evaluate the relationship among character, plot, and theme and use figurative language in a given literary work.
Create written narratives, oral and visual presentations that are designed for a specific audience and purpose.
Unit Topic 1
Epic Heroes and Ordinary People / Length of Unit
5 weeks Content:
Beowulf
Canterbury Tales
Standards/ Indicators
Standards/ Indicators cont. / E4-1.1 Compare/contrast ideas within and across literary texts to make inferences.
E4-1.2 Evaluate the impact of point of view on literary texts.
E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).
E4-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text.
E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing,
symbolism, motif, irony, and allusion) on the meaning of literary texts.
E4-1.6 Create responses to literary texts through a variety of methods, (for example, written works, oral and auditory
presentations, discussions, media productions, and the visual and performing style.
E4-1.7 Evaluate an author’s use of genre ro convey theme.
E4-1.8 Read independently for extended periods of time for pleasure.
E4-3.1Use context clues to determine the meaning of technical terms and other unfamiliar words.
E4-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek
and Latin Roots and Affixes.)
E4-3.3 Explain how British history and culture have influenced the use and development of the English language
E4-3.4 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots
and Affixes.)
E4-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
E4-5.2 Create narratives (for example, personal essays, memoirs, and narrative poems) that use descriptive language to
enhance voice and tone.
E4-5.6 Compose effective pieces of writing to respond to prompts in “on-demand” situations.
E4-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audienceand purpose.
Key Vocabulary/
Literary Terms / Anglo-Saxon / Literary Terms
Medieval / Epic poem / Ballad / Allusion / Simile
Pilgrim / Epic hero / Figurative language / Imagery / Mock heroic style
Chivalry / Kenning / Satire / Foreshadowing / Fables
Crusades / Alliteration / Characterization / Tone
Unit Topic 1
Epic Heroes and Ordinary People / Length of Unit
5 weeks Content:
Beowulf
Canterbury Tales
Pre-Assessment Evidence / anticipation guide
journal
background discussion
Discussion
Building Background Knowledge / proficient reading skills
proficient vocabulary skills
proficient writing skills
historical knowledge
scientific/psychological exposure
Culminating/ Summative Assessment Evidence / unit test
project
reflective journal
vocabulary journal
Vocabulary quiz
Formative Assessment Evidence / short writing assignments/prompts
exit slips
group assignments
individual response questions
Integrations/ Connections / Art
History
Drama
Science
Instructional Activities Bank / Beowulf
View video on Medieval history
Create an epic hero
Create a hero collage
Write an epic hero essay
Compare/contrast comic-book superhero with Beowulf
Journal entry topics: "Who is your hero?"/"What is a modern-day hero?"
View Beowulf cartoon video
Canterbury Tales:
Character analysis mobile creation
Double-journal entry (Character: physical attributes, physical traits)
Character sketch: (create a pilgrim for journey)
Write a heroic couplet
Write a moral tale
View Thomas Becket video
double-entry journal
vocabulary exercises
oral responses
written responses to a prompt
drama engagements
graphic organizers
projects
Differentiation / small group work
projects
scaffolding
question and answer
peer tutoring
tiered assignments
Rubric / TBA
Resources and Materials / English IV Text: The Language of Literature: British Literature by McDougal Littell
Vocabulary Workshop text: (G)
Videos
Workbooks
Magazines
Newspapers
Art Supplies
English IV Grade: 12 Subject: The British Tradition
Unit TopicGood and Evil / Length of Unit:
4 weeks
Enduring Understanding / The struggle between good and evil is a human reality.
Focus/Essential Questions / How does one determine what is good and what is evil?
How do literature and other media influence that determination?
What affect does evil have on he individual and society?
Can good and evil coexist?
What causes humans to commit deeds of darkness?
Instructional Objectives / The Student will be able to:
Analyze the effect of the author’s craft on the meaning of texts.
Compare and contrast information within and across texts to draw conclusions and make inferences.
Create descriptions for use in other modes of written works.
Use prewriting and revision techniques to improve written works.
Analyze the meanings of words using Greek and Latin roots/affixes.
Standards/ Indicators / E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback,
foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.
E4-2.2 Compare/contrast information within and across tests to draw conclusions and make inferences.
E4-3.2 Analyze the meanings of words by using Greek and Latin roots and affixes. (See Instructional
Appendix: Greek and Latin Roots and Affixes.)
E4-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and
outlines.
E4-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a
coherent thesis, and use support (for example, definitions and descriptions).
E4-5.3 Create descriptive pieces (for example, personal essays, travel writing or restaurant reviews) that use
sensory images and vivid word choice.
E4-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience
or purpose.
Key Vocabulary/
Literary Terms / William Shakespeare
(See attached list of Macbeth SAT Prep vocabulary)
Literary Terms:
tragedy, tragic flaw, protagonist, antagonist, satire, monologue, soliloquy, aside, tone, imagery, flashback, allusion, dramatic irony, blank verse, iambic pentameter, situational irony, verbal irony, plot diagram-introduction, rising action, climax, falling action and resolution
Unit Topic
Good and Evil / Length of Unit:
4 weeks
Pre-Assessment Evidence / anticipation guide
Journal
background discussion
Building Background Knowledge / proficient reading skills
Proficient vocabulary skills
proficient writing skills
historical knowledge
scientific/psychological exposure
Culminating/ Summative Assessment Evidence / unit test
project
reflective journal
vocabulary journal
Vocabulary quiz
Formative Assessment Evidence / short writing assignments/prompts
exit slips
group assignments
individual response questions
Integrations/ Connections / Art
History
Drama
Science
Instructional Activities Bank
Instructional Activities Bank con’t / Macbeth
William Shakespeare biography video
Macbeth SAT prep vocabulary quiz
Macbeth "quotes" quiz
Double journal entry review
Act-by-Act Study guide/quiz
Essay options
- Modernize scenes from the drama
- Persuade an audience on the state of Macbeth'smind
- Response letter from Lady Macbeth back to Macbeth
British Sonnets
Create sonnet
double-entry journal
vocabulary exercises
oral responses
written responses to a prompt
drama engagements
graphic organizers
projects
Differentiation / small group work
projects
scaffolding
question and answer
peer tutoring
tiered assignments
Rubric / TBA
Resources and Materials / English IV Text: The Language of Literature: British Literature by McDougal Littell
Vocabulary Workshop text
Videos
Workbooks
Magazines
Newspapers
Art Supplies
English IV Grade: 12 Subject: The British Tradition
Unit TopicTruth and Beauty / Length of Unit:
4 weeks
Enduring Understanding / The English Romantics viewed Nature as the origin of truth and beauty.
Focus/Essential Questions / What values did the English Romantics expound?
How did the English Romantics view Nature?
How was the literature of the English Romantic Period different from earlier and later English literature?
What characteristics of English Romanticism influenced the development of American Romanticism?
Instructional Objectives / The Student will be able to:
Analyze the effect of the author’s craft on the meaning of texts.
Understand how a movement in British literature influenced world attitudes, behaviors, and literature.
Create responses to literary texts through a variety of means.
Clarify and refine a research topic.
Use a standardized system of documentation for research.
Use a variety of print and electronic reference materials.
Design and carry out research projects.
Present researched information in a variety of formats.
Unit Topic
Truth and Beauty / Length of Unit:
4 weeks
Standards/ Indicators
Standards/ Indicators con’t / E
4-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and
auditory presentations, discussions, media productions, and the visual and performing arts.
E4-2.8 Read independently for extended periods of time to gain information.
E4-3.3 Explain how British history and culture have influenced the use and development of the English
language.
E4-4.4 Use grammatical conventions of written Standard American English to clarify and enhance meaning
including
- subject-verb agreement,
- pronoun-antecedent agreement,
- agreement of nouns and their modifiers, v
- verb formation,
- pronoun case,
- formation of comparative or superlative adjectives and adverbs, and
- idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.)
Appendix: Composite Writing Matrix.)
E4-4.6 Edit for the correct mechanics and usage of written Standard American English including
- internal and end sentence punctuation,
- commas to indicate appositives,
- word placement to avoid ambiguity,
- appropriate coordination and subordination,
- relationship between and among clauses,
- placement of modifiers, and
- shifts in construction. (See Instructional Appendix: Composite Writing Matrix.)
specific audience and use logical arguments supported by facts or expert opinions.
E4-5.5 Create technical pieces (for example, proposals, instructions, and process documentation) that use
clear and precise language appropriate for the purpose and audience.
E4-6.1 Clarify and refine a research topic.
E4-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory or visual
works the information gathered from a variety of research sources.
E4-6.3 Use a standardized system of documentation (including a list of sources with full publication
information and the use of in-text citations) to properly credit the work of others.
E4-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations,
and visual presentations.
E4-6.7 Use a variety of print and electronic reference materials.
E4-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, assessing
resources, evaluating credibility and organizing information.
Key Vocabulary / Refer to Saddler-Oxford Vocabulary Workshop text
Literary Terms
Romanticism, simile, metaphor, hyperbole, imagery, alliteration, setting, symbolism, romantic poetry, allusion, tone, lyric poetry, narrative poem, satire, horatian satire, juvenalian satire and other poetic terms specific to the text
Pre-Assessment Evidence / anticipation guide
journal
background discussion
Building Background Knowledge / reading and writing proficiency
ability to make connections to a text
basic knowledge of world literature
Culminating/ Summative Assessment Evidence / unit test
project
reflective journal
vocabulary journal/quiz
Formative Assessment Evidence / short writing assignments/prompts
exit slips
group assignments
individual response questions
Integrations/ Connections / Media
Technology
Instructional Activities Bank
Instructional Activities Bank con’t / 18th Century Poetry
A Modest Proposal
Research: (Choose One)
- Emma
- Pride and Prejudice
- Sense and Sensibility
18th Century Poetry
- Create a Haiku
- Write a Romantically –styled poem about a familiar setting
- Compare/contrast the works of two 18th century poets
- Create a drawing, collage, or mural from the scenery in the poetry
- Complete a diagram complete work of one or more poets from the time period
- Identify satire in comic strips and other media such magazines, ads, etc.
- Create a political ad using satire
- Create a power-point presentation from material
- Prepare a research paper using MLA or APA format
vocabulary exercises
oral responses
written responses to a prompt
drama engagements
graphic organizers
projects
Differentiation / small group work
projects
scaffolding
question and answer
research
tiered assignments
peer tutors
Rubric / TBA
Resources and Materials / English IV Text: The Language of Literature: British Literature by McDougal Littell
Vocabulary Workshop Text
Videos
Workbooks
Magazines
Newspapers
Art Supplies
English IV Grade: 12 Subject: The British Tradition