English IV Honors Pacing Guide Stanly County Schools

NC Standard Course of Study: Six Competency Goals: Goal One: The learner will express reflections and reactions to print and non-print text as well as to personal experience. Goal Two: The learner will inform an audience by exploring general principles at work in life and literature. Goal Three: The learner will be prepared to enter issues of public concern as an advocate. Goal Four: The learner will analyze and critique texts from various perspectives and approaches. Goal Five: The learner will deepen understanding of British literature through exploration and extended engagement. Goal Six: The learner will apply conventions of grammar and language usage.

Unit One: Anglo-Saxon (449-1066) and Medieval Period (1066-1485) Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.03, 4.02, 4.03, 5.01, 5.02, 5.03, 6.01 Time: Three weeks

Essential Question: How do values evolve as environments change? How does conflict bring change? Skill/Concept: Epic hero, epic, allusion, alliteration, kenning, wyrd, riddles, symbolism, scop, oral traditions, tone, irony, couplets, imagery, moral tale, frame tale, miracle, miracle, and morality plays, conflict (external/internal), characterization, metaphors, cause/effect, seven deadly sins, seven cardinal virtues, characteristics of fantasy Textbook Reference: Beowulf, “The Wanderer,” “The Seafarer,” “The Wife’s Lament,” “History of the English Language,” “The Life and Times of Chaucer,” The Prologue to the Canterbury Tales, “The Pardoner’s Tale,” “The Wife of Bath’s Tale,” “Sir Gawain and the Green Knight,” “Le Morte d’ Arthur,” “Get up and bar the door,” “Barbara Allen,” Sir Patrick Spens,” Activities:

1. Making you own monster or hero, Beowulf’s Grendel 2. Stages of an epic, Tolkien’s Fellowship of the Ring, Lucas Star Wars clips 3. Write a story with Beowulf as the villain 4. Beowulf flow map (for each section, creative title, quotations, summaries, etc.) 5. Create a movie poster with Beowulf as the hero 6. Write original A-S riddles 7. Medieval newspaper “Canterbury Tales” 8. Pilgrim Presentations—individual or group presentations 9. Reader’s Theatre—rewriting the story 10. Write couplets in Canterbury Tales style—Pilgrim Couplets

Unit Two: Renaissance Period (1485-1660) Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.03, 4.02, 4.03, 5.01, 5.02, 5.03, 6.01 Time: Three weeks Essential Questions: How does wider knowledge of the world effect change? How does power transform culture and character? Skills/Concepts: sonnet, carpe diem, pastoral poetry, metaphysical poetry, hyperbole, rhyme scheme, cavalier poetry, mood, diction, quatrains, rhetorical devices, iambic pentameter, pun, paradox, conceit, simile, dramatic irony, theme, conflict, couplet, comic relief, tragedy, comedy, tragic hero, tragic flaw, synecdoche, metonymy, soliloquy, aside, stage directions, monologue, dialogue, blank verse, parts of a plot, inference, suspense, aphorism, foreshadowing, psalm, parables, verbal irony, parody Textbook Reference: Sonnets (Spenserian, Italian, Shakespearean), “Passion Shepherd to His Love,” “Nymph’s Reply to the Shepherd,” Renaissance Poetry, Macbeth, other Shakespearean plays, King James Bible, excerpt from Paradise Lost Activities:

1. Sonnet writing, recitation, parody writing 2. Shakespearean play flow map 3. Library Scavenger Hunt for Shakespearean background 4. Cyber/web quests for Shakespeare background 5. Modern paraphrase of Shakespeare scene or soliloquy 6. Imaging project of concepts from play 7. Role playing/acting out of scenes 8. Assigned perspective for characters in play 9. Socratic seminars for discussion questions and moral dilemmas 10. Illustrate a poem 11. Carpe Diem songs

Unit Three: Restoration and Enlightenment Period (1660-1798) Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.03, 4.02, 4.03, 5.01, 5.02, 5.03, 6.01 Time: Three weeks Essential Questions: How can the power of words effect societal change? How doe personal ethics shape expression? Skills/Concepts: satire, mock epic, cantos, parody, heroic couplet, antithesis, diary, journal, primary sources, inferences, dictionary, purpose, fable, humor, tone, personification, non-fiction, essay, parallelism, verbal irony, dramatic irony, biography Textbook Reference: “The Diary of Samuel Pepys,” “Journal of the Plague Year,” Jonson’s Dictionary, “Letters to His Son,” “Letter to Her Daughter,” “Gulliver’s Travels,” “Modest Proposal,” “A Vindication of the Rights of Woman,” “Elegy Written in a Country Churchyard,” Activities:

1. Diary of Checks 2. Dictionary of Terms that two rival high schools would use 3. Biography of family member 4. Write your own elegy 5. Graphic organizer of Swift’s proposals 6. Weird Al Yankovich’s parodies 7. Graphic organizer with Swift’s four lands 8. Parody of “Journal of the Plague Year”

Unit Four: Romantic Period (1798-1832) Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.03, 4.02, 4.03, 5.01, 5.02, 5.03, 6.01 Time: Three Weeks Essential Questions: How do new perceptions of the world spark revolutions in thought and action? How are humanity’s spiritual, aesthetic, and moral sensibilities influenced by Nature? How can courageous individual expression outweigh traditional thought? Skills/Concepts: onomatopoeia, ballads, folk ballads, literary ballads, narrative poetry, different types of rhymes, ode, apostrophe, assonance, consonance, frame tale, mood, Gothic novel and elements Textbook References: Romantic Poetry (Wordsworth, Coleridge, Blake, Byron, Shelley, Keats), Frankenstein Activities:

1. Illustrating a poem’s imagery 2. Write your own crisis poem 3. Flow map of the frame tale of the three narrators in Frankenstein 4. The TPCASTT of poetry 5. imagery collage 6. Different ending for Kubla Khan

Unit Five: Victorian Period (1832-1901) Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.03, 4.02, 4.03, 5.01, 5.02, 5.03, 6.01 Time: Three weeks Essential Questions: How do individuals and societies maintain traditions in a changing world? How does a changing society insure justice and basic human rights for all? Skills/Concepts: speaker, dramatic monologue, sonnet, paraphrase, summarize, syntax, naturalism, realism, literary movement, point of view Textbook References: Victorian poets (Browning, Tennyson, Hardy, Housman, Arnold, Bronte), Dickens, Pygmalion/My Fair Lady, Wilde “The Importance of Being Earnest” Activities:

1. Graphic organizers 2. Write your own crisis poem 3. Discussion groups 4. Socratic seminars 5. Poetry responses 6. Dramatization of play excerpts

Unit Six: Modernisn (1901-current) Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.03, 4.02, 4.03, 5.01, 5.02, 5.03, 6.01 Time: Three weeks Essential Questions: How does the individual strive in the midst of rapidly changing political, social, and economic structures? How does one recognize valid information and communicate effectively in the modern media environment? How does one maintain a personal code of ethics in the midst of political, social, and economic upheaval? Skills/Concepts: villanelle, lyric poem, elegy, reflective text, characterization, setting, elements of a short story, imagination, speculation, stream of consciousness, style Textbook References: “Araby,” “Rocking-horse Winner,” “A Cup of Tea,” Graham Greene, “The Hallow Men,” “Do not go gentle into that good night,” Seamus Heany, “The Naming of Cats,” T.S Eliot, Aldous Huxley, Doris Lessing Activities:

1. Research writing 2. Power point Presentations 3. Diaries of particular authors 4. Change of Perspective Writing 5. Newspaper Articles on the Pros and Cons of war 6. Letters to living authors 7. Reader’s Theatre of short stories

Novels: Objectives: 1.01, 1.02, 1.03, 2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 4.01, 5.01, 5.02, 5.03, 6.01, 6.02 Time: Incorporated into each unit Brave New World, Fellowship of the Rings, The Hobbit, Frankenstein, Heart of Darkness, Lord of the Flies, The Once and Future King, The Crystal Cave, Wuthering Heights, Pride and Prejudice, A Portrait of the Artist as a Young Man, Other Shakespearean plays (Hamlet, Othello, King Lear, Twelfth Night, Taming of the Shrew, Much Ado about Nothing, A Midsummer Night’s Dream, et cetera)

Writing: Objectives: 1.02, 2.03, 3.01, 3.02, 3.03, 4.02, 5.03 Time: Incorporated into each unit Expository/Narrative Writing (College Essay preparation writing) Argumentative Essay Literary Analysis Personal Reflection Grammar: Objectives: 6.01, 6.02 Time: Incorporated into each unit Daily Grammar Exercises Editing Skills and peer review sessions Vocabulary: SAT Review