Unit Schedule
FYI: This is a tentative schedule and adjustments will be made for presentations, drills, and other school scheduled activities. All readings will come from the required textbook, unless otherwise specified.
Unit One: Introduction to the Course/Genre Study (5 weeks)
· Unit Expectations: Students will be expected to do a close reading of a wide range of genres. They will become familiar with the term genre and learn how to identify the different types of genre, such as poetry, fiction, nonfiction, and drama. Students will also be exposed to the different types of literary criticism in order to begin thinking critically when reading any type of genre. Students will be exposed to a variety of literary terms, literary techniques, and elements of literature. They will gain experience with timed writing, Cornell notes, annotation, dialectical journals, and the AP scoring guide.
· Readings
o Lectures – Introduction to British Literature Time Periods and Literary Criticism
o Nonfiction - How to Read Literature like a Professor by Thomas C. Foster
o Novels (Fiction) –Sophie’s World, Beowulf, and Frankenstein
o Poetry – “The Sun Goes Down on Summer”, “Rock ‘N’ Roll Band”, “13 metaphors for why we should’ve never dated”
o Short Story (Fiction) –Hills like White Elephants and A Good Man is Hard to Find
o Media – Shakespeare in Love
· Writings:
o Timed Writing
Unit Two: Writing (3 weeks)
· Unit Expectations: Students will explore the world of writing. Students will be given specific instruction on the effective use of varying sentence structures, use of logical organization, use of rhetorical structures, and transitions. Students will learn how to correctly use voice, tone and appropriate vocabulary for specific audiences. They will be expected to participate in peer editing and writing workshops using their writing from the previous unit in order to incorporate the skills learned in this unit and to develop skills in order to include them in future essays and be able to recognize the lack or incorrect usage of them in their peers’ essays. They will then be required to write a college and scholarship application essay without error using the techniques learned from the writing workshops. Students will be required to schedule a conference with the teacher before turning in their final application essay for grading.
· Readings
o Selected pages from Successful College Writing, 3rd Ed. By Kathleen T. McWhorter
· Writings:
o College/Scholarship Application Essay
o Resume Writing
Unit Three: Fiction/Satire (10 weeks)
· Unit Expectations: Students will study the elements of fiction (plot, setting, conflict, symbol, point of view, theme) and satire. They will become familiar with satire and its use in both literature and film. Students will become familiar with reading different types of literary criticisms. They will also learn how to imitate the style of writing used for literary criticisms.
· Readings
o Alice’s Adventures in Wonderland and Through the Looking Glass by Lewis Carroll
o Various Critical Essays dealing with Alice’s Adventures in Wonderland and Through the Looking Glass
o A Modest Proposal
· Writings:
o Literary Analysis Essay (no secondary sources may be used)
o Formal Literary Critical Argument Essay (secondary sources must be used)
o Timed Writing
Christmas Break Readings: Selected Essays in preparation for Oedipus Rex by Sophocles
Unit Four: Tragedies (6 weeks)
· Unit Expectations: Students will explore the tragedies of British Literature and its affects during the literary time period and their time period. They will become aware of the different components of a tragedy, which they will then put into practice by identifying the different components of a tragedy in today’s society. Students will be expected to actively read Oedipus Rex, Hamlet, and Macbeth and participate in a lecture and discussion in order to better understand tragedies. Students will be taught how to write a formal literary analysis paper using secondary sources they find on their own.
· Readings
o Oedipus Rex by Sophocles
o Hamlet by William Shakespeare
o Macbeth by William Shakespeare
o Critical Essays dealing with both plays
· Writings:
o Timed Writing
Unit Five: Poetry (4 weeks)
· Unit Expectations: Students will be introduced to the basics of poetry (tone, speaker, language, imagery, symbolism, etc.) before exploring the different types of British and American poetry. Students will use different types of techniques in order to do a close reading of poetry. They will learn the importance of poetry during the different time periods in British and American Literature. Students will practice answering multiple-choice questions from the AP exam.
· Readings
o Critical Essays dealing with some of the poems
o Carpe Diem Poetry
§ “The Passionate Shepherd” “The Nymph’s Reply….”
§ “To the Virgins….”
§ “To His Coy Mistress”
o Romantic Poetry
§ “A Poison Tree”
§ “A Slumber Did My Spirit Seal”
§ “She Walks in Beauty”
§ “Kubla Kahan”
§ “Ozymandias”
§ “La Belle Dame Sans Merci”
o Victorian Poetry
§ “The Lady of Shallot”
§ “My Last Duchess”
§ “Porphyria’s Lover”
§ “Sonnet 43”
o Shakespearian Sonnets
§ 29
§ 73
§ 116
§ 130
o Modern Poetry
§ “Love Poem”
§ “First Party at Ken Kensey’s with Hell’s Angels”
§ “Catch”
§ “Midterm Break”
§ “L(a”
§ “Sestina”
§ “One Art”
§ “The Unknown Citizen”
· Writings:
o Timed Writing
o Poetry Portfolio
Unit Six: Mythology/Christian Iconography (4 weeks)
· Unit Expectations: The icons of Christian, and particularly Catholic, worship appear throughout this selection with great frequency. Students will study the elements of mythology and Christian iconography as portrayed by the readings of this unit. Students will draw on their prior knowledge of Greek and Roman mythology.
· Readings
o Dracula by Bram Stoker
o Excerpts from The Bible
o Critical Essays dealing with Dracula
· Writings:
o Timed Writing
Unit Seven: Modern Novel (4 weeks)
· Unit Expectations: Students will participate in several reader workshops, in which each student will be required to be a discussion leader. Students will prepare for the workshops by participating in a model workshop for Bram Stoker’s Dracula. Students will have read The Stranger and Dr. Jekyll and Mr. Hyde and draw on the literary elements and techniques they have learned about throughout the year to complete a dialectical journal. They will then write a formal critical literary analysis paper, which will help them prepare to discuss the novel with their peers.
· Readings
o The Stranger by Albert Camus
o Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
o Critical Essays dealing with both novels
· Writings:
o Formal Critical Literary Analysis Paper
Unit Eight: AP Practice Exam (1 week)
Unit Nine: Porfolio and High School Reflection Essay (1 week)
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