Odysseyware-2015-Course-Catalog

2015LANGUAGE ARTS 800 UNIT 1: STRATEGIES FOR READING AND WRITING 15. Sentences 16. Paragraphs Assignment Titles 17. Compositions 1. Course Overview 18. Project: Writing a Composition 2. Unlocking Word Meaning 19. Quiz 2: Writing Conventions and Strategies 3. Categorizing Words 20. Developing Listening Skills 4. Learning Morphemes 21. Speaking Effectively 5. Mastering Confusing Words 22. Quiz 3: Speaking and Listening 6. Using the Dictionary and Diacritical Marks 23. Special Project* 7. Using a Thesaurus 24. Review 8. Context Clues and Sequence 25. Test 9. Project: Reading Unfamiliar Words 26. Alternate Test* 10. Quiz 1: Improving Your Reading 27. Glossary and Credits 11. Using Language Appropriately 12. Avoiding the Double Negative 13. Words 14. UsageLANGUAGE ARTS 800 UNIT 2: MECHANICS AND THE SENTENCE 12. Coordination in Sentences (1) 13. Coordination in Sentences (2) Assignment Titles 14. Subordination in Sentences (1) 1. Ending a Thought 15. Subordination in Sentences (2) 2. Linking Ideas 16. Quiz 3: Coordination and Subordination 3. Interrupting a Thought 17. Special Project* 4. Following an Introduction 18. Review 5. Quiz 1: Punctuation 19. Test 6. Punctuation: The Apostrophe 20. Alternate Test* 7. Punctuation: The Hyphen 21. Glossary and Credits 8. Punctuation: Quotation Marks 9. Punctuation: Parentheses and Italics 10. Capitalization 11. Quiz 2: Punctuation and Capitalization UNIT 3: HISTORY OF LANGUAGE AND MODERN GRAMMARLANGUAGE ARTS 800 Assignment Titles 12. Pronouns 1. The Development of Language 13. Verbs 2. History of Language and Grammar 14. Modifiers 3. The Indo-European Family 15. Essay: Parts of Speech 4. Quiz 1: Language Changes 16. Quiz 3: Modern English Grammar 5. The Old English Period 17. Special Project* 6. Language and Literature of the Old English Period 18. Review 7. Middle English 19. Test 8. Essay: Tracing Language Changes* 20. Alternate Test* 9. Report: Geoffrey Chaucer 21. Glossary and Credits 10. Quiz 2: Forming the English Language 11. Nouns 47 ©2015 Glynlyon, Inc.

2015LANGUAGE ARTS 800 UNIT 4: EXPOSITION: THE FORMAL ESSAY 12. Writing the Conclusion 13. Proofreading Assignment Titles 14. Project: Formal Essay 1. Reading: The Formal Essay 15. Project: Peer Evaluation 2. Essay: Summarizing a Formal Essay 16. Quiz 2: Writing a Formal Essay 3. Analyzing a Formal Essay Special Project* 4. Report: Analyzing a Formal Magazine Essay 17. Review 5. Project: Analyzing a Historical Formal Essay 18. Test 19. Alternate Test* 6. Quiz 1: Reading a Formal Essay 20. Glossary and Credits 7. Choosing a Topic and Writing a Thesis Statement 21. 8. Documentation Quiz 2: Propaganda 9. Writing the Introduction Persuasion: Spoken Factors 10. Report: Thesis Statement Persuasion: Unspoken Factors 11. Writing the Body Listening to Persuasion Quiz 3: PersuasionLANGUAGE ARTS 800 UNIT 5: PERSUASION 11. Special Project* 12. Review Assignment Titles 13. Test 1. Convincing Others 14. Alternate Test* 2. Distinguishing Fact vs. Opinion 15. Glossary and Credits 3. Reading the News 16. 4. Analyzing the Author's Credentials 17. Nonverbal Cues 5. Quiz 1: Persuasion 18. Nonverbal Communication 6. Propaganda Techniques 19. Project: Identifying Nonverbal Cues 7. Identifying Slanted News and Evaluating Statistics 20. Quiz 2: Nonverbal Messages 8. Evaluating Sources of Information Special Project* 9. Project: Truth and Propaganda Review 10. Project: Researching to Persuade Test Alternate Test*LANGUAGE ARTS 800 UNIT 6: THE POWER OF WORDS 10. Glossary and Credits 11. Assignment Titles 12. Project: Prewriting Setting, Mood, Tone, and Theme 1. Finding the Main Idea 13. Quiz 3: The Author's Story: Setting, Mood, Tone, 2. Word Choice 14. Symbolism, and Theme 3. Being a Good Listener 15. Project: Writing the Short Story 4. Following Directions 16. Project: Peer Editing 5. Finding Literal Meaning 17. Publish It 6. Listening for Implied and Figurative Meaning 18. Project: Final Story 7. Speaking Qualities Quiz 4: Putting It All Together 8. Project: Active Listening Special Project* 9. Quiz 1: Verbal Messages Review TestLANGUAGE ARTS 800 UNIT 7: SHORT STORIES 13. Alternate Test* 14. Glossary and Credits Assignment Titles 1. Characters: \"The Birthmark\" 15. 2. The Narrator's Story: \"The Piece of String\" 16. 3. Project: Characters and Point of View 17. 4. Quiz 1: The Author's Craft: Characterization & Point 18. 19. of View 20. 5. Plot: \"The Lady or the Tiger?\" 21. 6. Storytelling: \"An Occurrence at Owl Creek Bridge\" 22. 7. Conflict: \"The Monkey's Paw\" 23. 8. Project: Prewriting the Plot 24. 9. Quiz 2: The Author's Story: Plot & Conflict 10. Setting: \"How the Rhinoceros Got His Skin\" 11. Mood and Tone: \"Rikki-Tikki-Tavi\" 12. Theme and Symbolism: \"The Gift of the Magi\" 48 ©2015 Glynlyon, Inc.

2015LANGUAGE ARTS 800 UNIT 8: NONFICTION LITERATURE 10. Project: Autobiography Technique 11. Essay: Response to Helen Keller's Autobiography Assignment Titles 12. Quiz 2: Helen Keller 1. Biographies 13. Special Project* 2. Autobiographies 14. Review 3. Poetry vs. Prose 15. Test 4. Essay: Special Day 16. Alternate Test* 5. Essay: Using Connotations 17. Glossary and Credits 6. Quiz 1: Nonfiction Genres 7. Narration and Point of View Report: Summarizing 8. Helen Keller (1) Navigating Organizational Patterns 9. Helen Keller (2) Quiz 2: Reading Strategies Special Project*LANGUAGE ARTS 800 UNIT 9: FUNCTIONAL TEXTS AND READING STRATEGIES Review Test Assignment Titles 9. Alternate Test* 1. Functional Texts 10. Glossary and Credits 2. Professional Texts 11. 3. Project: Business Letter and Memo 12. The History of Drama 4. Quiz 1: Functional and Professional Texts 13. Elements of Drama 5. Reading Strategies 14. Essay: Play Review* 6. Finding the Main Idea 15. Quiz 3: Drama 7. Being an Active Reader 16. Special Project* 8. Project: Paraphrasing Review TestLANGUAGE ARTS 800 UNIT 10: SAMPLING LITERATURE 11. Alternate Test* 12. Glossary and Credits Assignment Titles 13. 1. Question Pool 14. 2. Reading for Meaning 15. 3. Reading and Experiencing Poetry 16. 4. Interpreting Poetry 17. 5. Project: Summarizing and Paraphrasing 18. 6. Quiz 1: Reading for Meaning and Poetry 19. 7. Short Story Elements 8. Essay: Short Story Response 9. The Novel 10. Report: History of the Novel 49 ©2015 Glynlyon, Inc.

2015Language Arts 800 CCSSCOURSE OVERVIEWLanguage Arts 800 is a survey of literature that explores the work of various writers of different time periods throughan historical lens. Students should enter this course with a foundation in analyzing, through a close study, various genresof literature and making connections with historical perspectives and the arts. In this course, students will build on theseskills by studying a range of classic and contemporary literature to convey themes of American History, Natural History,World Civilization, and Air and Space. Students will also develop their writing skills while producing informative,argumentative, and narrative compositions. Supported by a balance of fictional and informational texts, students willlearn and practice close reading, modeled reading, writing, speaking, and listening strategies.Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developedto provide clear and consistent goals for student learning and to ensure that students have the skills they need to besuccessful beyond high school. These standards define what students need to know and be able to do by the end of eachgrade. In addition to defining grade-level skills, the ELA standards require that students be exposed to increasingly morecomplex texts to which they apply those skills. In order for curriculum to align to these standards, it must be bothrigorous and relevant. It must also expose students to certain critical content. In English language arts, that contentincludes high-quality contemporary works, the classics of American literature, and the timeless dramas of Shakespeare.English 800 students will be enriched as they expand their skills and confidence in English language arts through acomprehensive study that includes the following units:Unit 1 - Skill Workshop: In this unit, students will review skills learned in previous courses, while demonstrating a graspof literary analysis at the 7th grade level. Students will also have the opportunity to refresh their knowledge of writing,research, and content-area vocabulary.Unit 2 – American History Collection: This unit focuses on the study of America’s early history from the heroic battle forindependence through the turbulent Civil War. The anchor piece for this unit is Louisa May Alcott’s Little Women. In thisnovel, students will encounter themes of family, sacrifice, and individuality as they journey with the March sisters in thiscoming of age story. Students will also read a selection of poetry and nonfiction that will cause them to consider thevalues of America’s first citizens and the will that drove them to fight for freedom.Unit 3 – Display of Natural History: In this unit, students will encounter work from authors in Europe and Americathrough an exploration into what captures the imagination of a society. Anchoring this study is Jules Verne’s Journey tothe Center of the Earth. Written during a time period when much of Europe hungered for stories of new explorations andadventure, Verne’s science fiction tale takes readers on a perilous journey into undiscovered territory. Students will alsobe exposed to a collection that includes the short stories of French author, Guy de Maupassant, and American writers,Edgar Allen Poe and Shirley Jackson.Unit 4 – World Civilization: In this unit, students will explore the literature and culture of ancient civilizations in Egypt,Greece, and Japan. During this unit, students will have an opportunity to synthesize information from various texts touncover universal themes within literature. Students will also examine the role of historical context in literary analysis.In the short stories included in this unit, students will be encouraged to evaluate the link between the past and presentas they view the world around them through the eyes of ancient societies.Unit 5 – Fine Art Gallery: The focus of this unit highlights the connection between the themes and experiencesexpressed in the art and literature of a society. Anchoring this unit, is Vincent Van Gogh: Portrait of an Artist, by JanGreenburg. In this biography, students will encounter the struggle of a determined artist who was driven by a need tocommunicate his passions on canvas. In addition to a study of various nonfiction texts, students will also encounter acollection of poetry that will allow them to explore the conversation between literature and the visual arts.Unit 6 – Air & Space Mezzanine: This unit will take students on a journey with the Wright Brothers as they worktenaciously towards the goal of building a flying machine. In the autobiographical memoir, “The Early History of theAirplane,” students will consider how these pioneers overcame failure and set-backs and eventually went on to makehistory. Students will link themes from this text to other writings as they engage in a study of the innovations that havechanged the society that we live in. Throughout this collection of fiction and nonfiction works, students will explorethemes of destiny, determination, and vision. 50 ©2015 Glynlyon, Inc.

2015Curriculum Content and Skill FocusUnit 1: Skill Workshop  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose, plot, conflict, resolution, characterization, theme.  Analyze language: figurative language, word relationships, persuasiveness, connotation, nuance, technical language, implicit and explicit meaning.  Analyze informational texts: central ideas, interaction of ideas, summarizing, point of view, purpose, citing textual evidence, making inferences.  Analyze arguments: rhetoric, claim development, structure, purpose.  Sharpen writing skills: o Informative: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; using appropriate and varied transitions between ideas; using precise, domain-specific language; o argumentative: making and supporting a claim; using valid reasoning; sequencing ideas; adapting to purpose, audience, and task; using precise, domain-specific language; using the writing process. o narrative: incorporating sensory detail, sequencing, reflecting, peer evaluating  Conduct research: web searches, challenging usage and vocabulary.  Participate in speaking and listening activities: engage in collaborative discussions.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 2: American History Collection  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in texts.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose, development of theme, setting, characters, plot.  Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, using context clues.  Analyze informational texts: central ideas, interaction of ideas, structure, point of view.  Sharpen writing skills: o Informative: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; using appropriate and varied transitions between ideas; using precise, domain-specific language; editing for active and passive voice, planning and organizing, audience.  Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguish between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page.  Participate in speaking and listening activities: engage in collaborative discussions, prepare a multimedia presentation on a research topic.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 3: Display of Natural History  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in texts.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose, development of theme, setting, characters, plot.  Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, using context clues, multiple-meaning words.  Analyze informational texts: central ideas, interaction of ideas, structure, point of view.  Sharpen writing skills: o Informative: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; using appropriate and varied transitions between ideas; using precise, domain-specific language; revising, word choice, developing task and audience. 51 ©2015 Glynlyon, Inc.

2015  Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguish between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page.  Participate in speaking and listening activities: engage in collaborative discussions.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use, Greek/Latin roots.Unit 4: World Civilization  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in texts.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose, development of theme, setting, characters, plot, symbolism.  Analyze language: figurative and technical language, imagery, tone, mood, persuasiveness, connotation, nuance, using context clues, multiple-meaning words.  Analyze informational texts: central ideas, interaction of ideas, structure, point of view.  Analyze arguments: rhetoric, premises, claim development, structure, purpose.  Sharpen writing skills: o argumentative: making and supporting a claim; using valid reasoning; using rhetorical devices to persuade; adapting a rhetorical structure; sequencing ideas; creating cohesiveness; adapting to purpose, audience and task; using precise, domain-specific language; using the writing process. Revising for style/word choice, planning and organizing, developing purpose.  Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguish between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page.  Participate in speaking and listening activities: engage in collaborative discussions.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 5: Fine Art Gallery  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in texts.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose, development of theme, setting, characters, plot, motif.  Analyze language: figurative and technical language, imagery, mood, tone, persuasiveness, connotation, nuance, using context clues  Analyze informational texts: central ideas, interaction of ideas, structure, point of view.  Sharpen writing skills: o Informative: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; using appropriate and varied transitions between ideas; using precise, domain-specific language; revising, word choice, developing task and audience.  Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguish between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page.  Participate in speaking and listening activities: engage in collaborative discussions. Prepare a multimedia presentation on a research topic.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 6: Air & Space Mezzanine:  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in texts.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose, development of theme, setting, characters, plot. 52 ©2015 Glynlyon, Inc.

2015  Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, using context clues.  Analyze informational texts: central ideas, interaction of ideas, structure, point of view.  Sharpen writing skills: o narrative : incorporating sensory detail, sequencing, reflecting, peer evaluating. Editing for verb usage, editing words for effect, organization.  Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguish between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page.  Participate in speaking and listening activities: engage in collaborative discussions: group collaboration.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Literature ListThe following are literary works students will encounter in Language Arts 800:Unit 2: American History Collection  Alcott, Louisa May Little Women  Calliope, September 2013 “We Shall Overcome”  United States Constitution Preamble and First Amendment to the Constitution  Coblestone, October 2013 “The Road to Valley Forge”  Douglass, Frederick Excerpts from Narrative of the Life of Frederick Douglass: An American Slave  Longfellow, Henry Wadsworth “Revere’s Ride”  Whitman, Walt “O Captain, My Captain”Unit 3: Display of Natural History  Verne, Jules Journey to the Center of the Earth  Excerpt from Drunk Tank Pink by Adam Alter “Colors” (also found under “Your Brain on Blue” in table of contents)  De Maupassant, Guy “The False Gems”  De Maupassant, Guy “The Diamond Necklace”  Poe, Edgar Allen “The Fall of the House of Usher”  Jackson, Shirley “Charles”Unit 4: World Civilization  Checkov, Anton “The Bear”  Calliope, October 2013 “Home in Amarna”  Homer Excerpt from “The Iliad” 53 ©2015 Glynlyon, Inc.

2015  Wilson, Epiphanius Excerpts from Japanese Literature  Muse, July/August 2013 “Sweet Nothings”  Jen, Gish “The White Umbrella”  Sneve, Virginia Driving Hawk “The Medicine Bag”Unit 5: Fine Art Gallery  Greenburg, Jan Vincent Van Gogh: Portrait of an Artist  Muse, September 2013 “Head Games”  Auden, W.H. “Musee des Beaux Arts”  Snodgrass, W.D. “Matisse: The Red Studio”  Stone, John “American Gothic”  Williams, William Carlos “Landscape with the Fall of Icarus”  Song, Cathy “Girl Powdering Her Neck”  Muse, July/August 2013 “The Camera Does Lie”  Cricket, February 2013 “Taj Mahal”  Mauclair, Camille The French Impressionists (1860-1900)Unit 6: Air & Space Mezzanine  Wright, Orville and Wilbur The Early History of the Airplane  Jacobs, W.W. “The Monkey’s Paw”  Babcock & Wilcox Company “The Early History of the Generation and Use of Steam”  Faces, October 2013 “The Modern Faithful Steed”  Dillard, Annie “Living Like Weasels”  Thurber, James “Secret Life of Walter Mitty”54 ©2015 Glynlyon, Inc.

2015LANGUAGE ARTS 800 CCSS UNIT 1: SKILLS WORKSHOP 13. Alternate Quiz 2 - Form B* 14. Reading FictionLANGUAGE ARTS 800 CCSS Assignment Titles 15. Reading Informational Texts 1. Course Overview 16. Quiz 3 2. Review How to Write an Argument 17. Alternate Quiz 3 - Form A* 3. Writing to Explain or Inform 18. Alternate Quiz 3 - Form B* 4. Writing a Narrative 19. Speeches, Presentations, and Discussions 5. Quiz 1 20. Special Project* 6. Alternate Quiz 1 - Form A* 21. Test 7. Alternate Quiz 1 - Form B* 22. Alternate Test* 8. Reviewing Sentences 23. Glossary and Credits 9. Solving Word Mysteries 10. Beyond the Dictionary 27. Alternate Quiz 3 - Form A* 11. Quiz 2 28. Alternate Quiz 3 - Form B* 12. Alternate Quiz 2 - Form A* 29. Research Essay Planning 30. Research: Writing a Draft UNIT 2: AMERICAN HISTORY COLLECTION 31. Research: Using Evidence 32. Research: Part 4 Assignment Titles 33. Research: Word Meanings, Style, and Tone 1. Unit Introduction: Literature Through the Lens of 34. Writing: Editing and Finishing Your Essay 35. Quiz 4 History 36. Alternate Quiz 4 - Form A* 2. Lessons for Everyone: Little Women 37. Alternate Quiz 4 - Form B* 3. On Being Good: Little Women 38. Research Writing: Revising for Audience and 4. Human Nature: Little Women 5. Pilgrims on a Journey: Little Women Purpose 6. Little Women 39. History Through Poetry 7. Building Castles: Little Women 40. Comparing Poems 8. Quiz 1 41. Presenting Your Research 9. Alternate Quiz 1 - Form A* 42. Speeches: Present a Claim, Use Multimedia, and Use 10. Alternate Quiz 1 - Form B* 11. Home Alone: Little Women Citations 12. More Heartache: Little Women 43. Presenting Ideas in Speech and Writing 13. Meg Makes a Decision: Little Women 44. Special Project* 14. A Wedding: Little Women 45. Unit Review 15. Out on the Town: Little Women 46. Project: Essay - Research Writing, Civil War 16. Jo’s Consequences: Little Women 47. Project: Speaking & Listening - Multimedia Project 17. Quiz 2 48. Test 18. Alternate Quiz 2 - Form A* 49. Alternate Test* 19. Alternate Quiz 2 - Form B* 50. Glossary and Credits 20. Jo’s Love: Little Women 21. Sweet Beth: Little Women 22. Lazy Laurence: Little Women 23. Making a House a Home: Little Women 24. Under the Umbrella: Little Women 25. A Harvest: Little Women 26. Quiz 3 55 ©2015 Glynlyon, Inc.

2015LANGUAGE ARTS 800 CCSS UNIT 3: DISPLAY OF NATURAL HISTORY 24. Reliable Narrator and Themes in Chapters 41-42: Journey to the Center of the Earth Assignment Titles 25. Adaptations and Characterization in Chapters 43- 1. Unit Introduction: What do We Really Know about 44: Journey to the Center of the Earth 26. Quiz 3 Our Surroundings? 27. Alternate Quiz 3 - Form A* 2. Introduction and Chapter 1: Journey to the Center of 28. Alternate Quiz 3 - Form B* 29. Inference in \"Your Brain on Blue\" the Earth 30. Fact or Opinion in \"Your Brain on Blue\" 3. Chapters 2-4: Journey to the Center of the Earth 31. \"The Fall of the House of Usher\" by Edgar Allan Poe 4. Chapters 5-7: Journey to the Center of the Earth 32. Active Reading in \"The Fall of the House of Usher\" 5. Chapters 8-10: Journey to the Center of the Earth 33. Mood, Tone and Foreshadowing in \"The Fall of the 6. Chapters 11-12: Journey to the Center of the Earth House of Usher\" 7. Chapters 13-15: Journey to the Center of the Earth 34. Extended Metaphor in \"The Fall of the House of 8. Quiz 1 Usher\" 9. Alternate Quiz 1 - Form A* 35. Quiz 4 10. Alternate Quiz 1 - Form B* 36. Alternate Quiz 4 - Form A* 11. Irony and Allusion in Chapters 16-18: Journey to the 37. Alternate Quiz 4 - Form B* 38. \"The False Gems\" by Guy de Maupassant Center of the Earth 39. Analyzing \"The False Gems\" by Guy de Maupassant 12. Dynamic Characters in Chapters 19-21: Journey to 40. \"The Diamond Necklace\" by Guy de Maupassant 41. Theme in \"The Diamond Necklace\" the Center of the Earth 42. \"Charles\" by Shirley Jackson 13. Discovering Theme in Chapters 22-24: Journey to 43. Irony in \"Charles\" 44. Special Project* the Center of the Earth 45. Unit Review 14. Point of View and Suspense in Chapters 25-26: 46. Project: Essay - Research on The Brain 47. Speaking and Listening Project: Multimedia Journey to the Center of the Earth Presentation of Your Research 15. Tone and Mood in Chapters 27-28: Journey to the 48. Test 49. Alternate Test* Center of the Earth 50. Glossary and Credits 16. Theme and Foreshadowing in Chapters 29-30: Journey to the Center of the Earth 17. Quiz 2 18. Alternate Quiz 2 - Form A* 19. Alternate Quiz 2 - Form B* 20. Characterization and Reliable Narrators in Chapters 31-32: Journey to the Center of the Earth 21. Context Clues and Characterization in Chapters 33- 34: Journey to the Center of the Earth 22. Allusions and Motivations in Chapters 35-37: Journey to the Center of the Earth 23. Greek Roots and Characterization in Chapters 38- 40: Journey to the Center of the Earth 56 ©2015 Glynlyon, Inc.

LANGUAGE ARTS 800 CCSS UNIT 4: WORLD CIVILIZATION 2015 Assignment Titles 28. Alternate Quiz 3 - Form B* 1. Unit Introduction: The Trojan War and The Iliad 29. Getting Back Up: “Sweet Nothings” 2. Introducing: The Iliad 30. The Structure of “Sweet Nothings” 3. The Iliad: Analysis 31. The Language of Persuasion in “Sweet Nothings” 4. The Iliad: Structure 32. Analysis of “Sweet Nothings” 5. The Iliad: Presenting Evidence 33. Anticipating the “White Umbrella” 6. The Iliad: Epithets 34. Theme in the “White Umbrella” 7. The Iliad: Epic Poem 35. Quiz 4 8. Quiz 1 36. Alternate Quiz 4 - Form A* 9. Alternate Quiz 1 - Form A* 37. Alternate Quiz 4 - Form B* 10. Alternate Quiz 1 - Form B* 38. Themes in “The Medicine Bag” 11. Meet King Tut 39. Character and Climax in “The Medicine Bag” 12. What Happened to Tutankhamun? 40. Compare “The White Umbrella” and “The Medicine 13. Tutankhamun: Developing an Argument 14. Reading Poetry Bag” 15. Analyzing Poetry 41. Literary Analysis of “The White Umbrella” and 16. Comparative Analysis of Poetry 17. Quiz 2 “The Medicine Bag” 18. Alternate Quiz 2 - Form A* 42. Cultural History Pre-Writing and Research 19. Alternate Quiz 2 - Form B* 43. Cultural History Research 20. Diagramming “The Bear” 44. Special Project* 21. Characterization in “The Bear” 45. Unit Review 22. “The Bear” Web Quest 46. Project: Argumentative Essay - Culture in America 23. Write a Play 47. Speaking and Listening: A Visual Display of Cultural 24. Comparing Productions of “The Bear” 25. Revising Your Comparison Customs 26. Quiz 3 48. Test 27. Alternate Quiz 3 - Form A* 49. Alternate Test* 50. Glossary and Credits 57 ©2015 Glynlyon, Inc.

2015 UNIT 5: FINE ART GALLERY Assignment Titles 1. Unit Introduction: Impressionists and Beyond 27. Alternate Quiz 3 - Form A* 2. Prologues and Foreshadowing: Setting Up for 28. Alternate Quiz 3 - Form B* Reading Success 29. Parody and “American Gothic” 3. Vincent van Gogh - \"A Brabant Boy\" 30. Writing Your Own Parody 4. “Vincent in England” - Summary and Identifying the 31. \"Landscape with the Fall of Icarus\" Central Theme of a Text 32. Theme, Icarus and Irony 5. \"The Missionary\" - Perseverance in the Face of 33. Interpreting Brueghel Failure 34. Synthesizing Brueghel's The Fall of Icarus andLANGUAGE ARTS 800 CCSS 6. “In Love” - Characterization in Literary Non-Fiction Williams' “Landscape with the Fall of Icarus” 7. “Vincent the Dog” 35. Quiz 4 8. Quiz 1 36. Alternate Quiz 4 - Form A* 9. Alternate Quiz 1 - Form A* 37. Alternate Quiz 4 - Form B* 10. Alternate Quiz 1 - Form B* 38. A Close Reading of “Taj Mahal” 11. Vincent van Gogh - “A Country Bumpkin in Paris” 39. “Taj Mahal” as Fine Art 12. \"Vincent and Friends\" 40. Imagery in \"Girl Powdering her Neck\" by Cathy 13. \"Vincent in Arles\" Song 14. \"Arles 'A High Yellow Note'\" 41. Symbolism in \"Girl Powdering her Neck\" by Cathy 15. \"St-Remy: The Asylum\" Song 16. \"Auvres-sur-Oise: The Last Refuge\" 42. Finding the Main Idea in \"The Red Studio\" 17. Quiz 2 43. Poetry Review 18. Alternate Quiz 2 - Form A* 44. Special Project* 19. Alternate Quiz 2 - Form B* 45. Unit Review 20. \"Postscript\" 46. Project: Essay - Research an Artist from the 21. Conducting Research for Informative Writing Impressionist Period 22. Persuasion Techniques in “Head Games” 47. Speaking and Listening Project: Multimedia 23. Main Ideas and Close Reading in “Head Games” Presentation of Your Author 24. Fakers, Fakers Everywhere or “The Camera Does 48. Test Lie” 49. Alternate Test* 25. Hoaxes in Art 50. Glossary and Credits 26. Quiz 3 58 ©2015 Glynlyon, Inc.

2015 UNIT 6: AIR & SPACE MEZZANINE Assignment Titles 1. Unit Introduction: Investing in Dreams 27. Alternate Quiz 3-Form A* 2. Introducing: The Wright Brothers 28. Alternate Quiz 3-Form B* 3. Dialoguing with the Wright Brothers 29. Introduction to \"The Modern Faithful Steed\" Part I 4. Wright Brothers as Writers: A Summary 30. Introduction to \"The Modern Faithful Steed \" Part II 5. Wright Brothers as Writers: An Analysis 31. \"The Modern Faithful Steed\" - The Body 6. Orville Wright: Step by Step 32. \"The Modern Faithful Steed\" - Moody VerbsLANGUAGE ARTS 800 CCSS 7. Orville Wright: Text Structure 33. \"The Modern Faithful Steed\" - The Conclusion 8. Quiz 1 34. \"The Modern Faithful Steed\" - Proofreading and 9. Alternate Quiz 1 - Form A* Punctuation 10. Alternate Quiz 1 - Form B* 35. Quiz 4 11. Orville and Wilbur Wright: Compare Contrast 36. Alternate Quiz 4-Form A* 12. \"The Monkey’s Paw\" Says 37. Alternate Quiz 4-Form B* 13. W.W. Jacobs and Building Meaning 38. \"Living Like Weasels\" - Figurative Language 14. Building a Literary Analysis of \"The Monkey’s Paw\" 39. \"Living Like Weasels\" - Analyzing Structure 15. Writing a Literary Analysis of \"The Monkey’s Paw\" 40. \"Living Like Weasels\" - Writing Style 16. Reflecting and Editing 41. \"The Secret Life of Walter Mitty\" - Irony 17. Quiz 2 42. \"The Secret Life of Walter Mitty\" - Dialogue 18. Alternate Quiz 2-Form A* 43. \"The Secret Life of Walter Mitty\" - Analysis 19. Alternate Quiz 2-Form B* 44. Special Project* 20. Creating a Reverse Outline, Part I 45. Unit Review 21. Creating a Reverse Outline, Part II 46. Project: Essay - \"The Modern Faithful Steed\" 22. Ethos, Logos, Pathos 47. Speaking and Listening: Literary Analysis of \"Living 23. Writing Informally Like Weasels\" 24. Writing Formally 48. Test 25. Verbals 49. Alternate Test* 26. Quiz 3 50. Glossary and CreditsLANGUAGE UNIT 7: FINAL REVIEW AND EXAM 3. Course Final Exam-Alternate Form A* ARTS 800 CCSS Assignment Titles 1. Course Review 2. Course Final 59 ©2015 Glynlyon, Inc.

2015English ICOURSE OVERVIEWEnglish I continues to build on the sequential development and integration of communication skills in four major areas:reading, writing, speaking, and listening. It most specifically focuses on deepening and furthering students'understanding in the following ways:  Reading reinforces reading comprehension skills by teaching students how to understand and appreciate poetry, drama, informative nonfiction, and fiction; shows students how to analyze, evaluate, and interpret a text; reinforces awareness of the elements and structure of narrative prose; guides students through readings of drama, a novel, and selections from well-known poetry, and short stories.  Writing furthers students’ understanding of sentence structures; reviews parts of speech and their types, including in-depth studies on verbs (transitive, intransitive, conjugation, tense, voice, mood); develops students’ understanding of the types and functions of phrases and clauses; teaches language history and etymology to help students build on knowledge of word structures, including prefixes, roots, and suffixes; expands on students’ vocabulary skills; reviews spelling skills; gives students the opportunity to develop their abilities in writing speeches, short essays, poetry, friendly/business letters, and short stories.  Speaking offers students experience in delivering a speech; teaches skills that enable students to become effective speakers and communicators, weaving these skills together throughout the course.  Listening teaches effective listening comprehension skills, weaving these together throughout the lessons.  Special Topics incorporates research skills, including Internet, library, reference material, and multimedia use; includes mass media structure and influence.Curriculum ContentsReading Comprehension Skills  Analyzing Propaganda and logical fallacies  Understanding Elements of Narrative Prose  Reading Informative Nonfiction  Reading Fiction  Reading Poetry  Developing Reading Skills: Analysis, Evaluation, and InterpretationComposition  Writing Business Letter  Writing a Formal Essay  Writing a Persuasive Essay  Writing about Poetry  Writing a Speech  Writing a Full-Length Research PaperGrammar and Usage  Parts of Speech  Usage Errors  Sentence Structure — Clauses and PhrasesLiterature Studies  Drama: Genre/Type, Structure, and Elements  Fiction: Genre/Type, Structure, Elements, and Modes  Short Stories: Structure, Elements, and Literary Devices 60 ©2015 Glynlyon, Inc.

2015  Poetry: Genre/Type, Structure, Elements, and Literary DevicesSpeaking and Listening  Listening Skills: Elements, Common Errors, and Strategies  Speaking Skills: Elements, Purpose, Organization, and DeliverySpecial Topics  Origin/Development of Language  Research Skills: Internet, Library, and Reference Materials  Visual Media: Charts, Graphs, and TablesLiterature ListThe following are literary works students will encounter in English I:Drama  Shakespeare, William. o Romeo and JulietFiction  Connell, Richard. o \"The Most Dangerous Game\" (excerpt)  Saki. o \"The Open Window\"  Verne, Jules. o Twenty Thousand Leagues Under the SeaPoetry  Homer. o The Odyssey  Wordsworth, William. o \"Lines Written in Early Spring\" (excerpt)  Rossetti, Christina. o \"Up-Hill\"  Johnson, Ben. o \"To the memory of my beloved, The AUTHOR Mr. William Shakespeare, And what he hath left us\"  Keats, John. o \"To My Brother George\"  Whitman, Walt. o \"As I Ponder'd in Silence\"  Tennyson, Alfred Lord. o \"The Eagle\" 61 ©2015 Glynlyon, Inc.

2015ENGLISH I UNIT 1: READING AND WRITING 13. Listening 14. Using Visual Aids Assignment Titles 15. Essay: The Value of Visual Aids* 1. Course Overview 16. Speaking 2. Word Meanings 17. Project: Effective Oral Reading* 3. Word Parts 18. Project: Delivering a Speech 4. Determining the Author's Message 19. Quiz 3: Speaking 5. Reading Strategies 20. Review 6. Essay: Persuasion 21. Special Project* 7. Quiz 1: Reading 22. Test 8. Preparing to Write a Paper 23. Alternate Test* 9. Drafting 24. Glossary and Credits 10. Using Vocabulary 11. Spelling and Pronunciation Quiz 2: Phrases, Clauses, and Pronouns 12. Quiz 2: Writing Sentence Parts Letter WritingENGLISH I UNIT 2: THE STRUCTURE OF LANGUAGE 13. Essay: Informal Letter* 14. Essay: Business Letter Assignment Titles 15. Quiz 3: Sentence Structure and Letter Writing 1. Parts of Speech and Noun Types 16. Review 2. Plural Nouns 17. Special Project* 3. Possessive Nouns 18. Test 4. Adjectives 19. Alternate Test* 5. Verbs: Principal Parts, Tense, Voice, and Mood 20. Glossary and Credits 6. Working With Verbs 21. 7. Adverbs 22. Moving and Morphing 8. Quiz 1: Nouns, Verbs, and Modifiers 23. A Brief History of English 9. Pronouns and Antecedents Quiz 3: Nature of Language; History of English 10. Prepositions, Conjunctions, and Interjections Review 11. Phrases Special Project* 12. Clauses Test Alternate Test*ENGLISH I UNIT 3: LANGUAGE USE AND LANGUAGE HISTORY 9. Glossary and Credits 10. Assignment Titles 11. Prewriting Strategies 1. Avoiding Common Errors 12. Quiz 2: Research and Writing 2. Verb Tense 13. Essay: Complex Process 3. Quiz 1: Avoiding Common Errors 14. Introduction to Conclusion 4. Comparing with Adjectives and Adverbs 15. Language, Voice, and Style 5. Analogies 16. Revision and Evaluation 6. Gerunds and Participles Adding Media 7. Quiz 2: Comparing Correctly Presenting 8. Nature of Language Project: Multimedia Presentation Project: Peer Review and Evaluation*ENGLISH I UNIT 4: RESEARCHING A COMPLEX PROCESS 17. Project: Final Draft 18. Quiz 3: Write Right Assignment Titles 19. Special Project* 1. Modes and Methods 20. Review 2. Structures and Features 21. Test 3. Interpreting Visuals Alternate Test* 4. Complex Processes 22. Glossary and Credits 5. Project: Graphically Organize a Complex Process 23. 24. 6. Project: Evaluating Knowledge of a Complex 25. Process* 26. 27. 7. Quiz 1: Reading Exposition 28. 8. Choosing a Topic 29. 9. Project: Proposal, Outline, and Works Cited 30. 10. Finding Sources in the Library 31. 11. Project: Library Hunt* 32. 12. Web Sources 33. 13. Documentation 14. Citation Formats 15. Writing Note cards 16. Using Sources 62 ©2015 Glynlyon, Inc.

2015ENGLISH I UNIT 5: PRACTICAL PERSUASION 11. Project: Revising Your Rough Draft 12. Quiz 2: The Persuasive ProposalENGLISH I Assignment Titles 13. The Persuasive Speech 1. What is Persuasion? 14. Project: Giving Your Persuasive SpeechENGLISH I 2. SOAP and the World of Business 15. Quiz 3: Speaking Persuasively 3. Quiz 1: Persuasion and Business 16. Special Project*ENGLISH I 4. Introducing an Argument and Building an Outline 17. Review 5. Project: Introducing Your Argument 18. TestENGLISH I 6. Researching an Argument 19. Alternate Test* 7. Project: Researching Your Argument 20. Glossary and Credits 8. Project: Conducting an Interview* 9. Writing a Rough Draft 3. Alternate Exam - Form A* 10. Report: Writing Your Rough Draft 4.. Alternate Exam - Form B* UNIT 6: SEMESTER REVIEW AND EXAM 11. Reliability of a Media Source 12. Project: Evaluating an Advertisement Assignment Titles 13. Project: Comparing and Contrasting Media 1. Review (1) 2. Exam Coverage 14. Quiz 2: Aspects of Mass Media UNIT 7: MASS MEDIA 15. Review 16. Special Project* Assignment Titles 17. Test 1. What is Mass Media? 18. Alternate Test* 2. Types of Mass Media 19. Glossary and Credits 3. Project: Mass Media and SOAP 4. Interpreting Visual Elements in Mass Media 11. \"The Gift of the Magi\" 5. Project: Create, Present, and Evaluate a Poster 12. \"The Open Window\" 6. Quiz 1: Mass Media 13. Essay: Short Story Response 7. Agendas in the Media 14. Essay: Short Story Rewrite 8. Bias in the Media 15. Quiz 3: Short Story Comprehension 9. Methods of Appeal in the Media 16. Review 10. Fallacies in the Media 17. Special Project* 18. Test UNIT 8: POETRY AND SHORT STORIES 19. Alternate Test* 20. Glossary and Credits Assignment Titles 1. Understanding Poetry 16. Confronting Sea Monsters 2. Essay: \"Up-Hill\" 17. Essay: Temptation 3. Meter, Form, and Language 18. Storyteller's Guide 4. Essay: Poetry 19. Life on Ithaca 5. Essay: Your Poem* 20. All Manner of Manners 6. Quiz 1: Poetry 21. Penelope 7. Short Story Fundamentals 22. Cleaning House 8. Action and Plot: \"The Most Dangerous Game\" 23. Peace at Last 9. Theme, Language, Setting, Symbolism 24. Wandering Odysseus 10. Quiz 2: Short Story Fundamentals 25. Quiz 3: Home Sweet Home 26. Review UNIT 9: THE ODYSSEY 27. Special Project* 28. Test Assignment Titles 29. Alternate Test* 1. The Trojan War 30. Glossary and Credits 2. Homer and Epic Poetry 3. Project: Whose Hero? 4. Telemachus Epic 5. Waiting for Odysseus 6. Xenia! 7. Quiz 1: Backgrounds 8. Heart's-Ease 9. Odysseus, Finally! 10. Nausicaa 11. Egomania! 12. The Blame Game 13. Circe 14. The Dead 15. Quiz 2: The Voyage Home 63 ©2015 Glynlyon, Inc.

2015ENGLISH I UNIT 10: ROMEO AND JULIET 14. Quiz 2: Fools Rush In 15. It's Your World, Baby (Act IV, I-III)ENGLISH I Assignment Titles 16. And All Things Change Them To The Contrary (Act 1. Elizabethan DramaENGLISH I ENGLISH I 2. Shakespeare IV, IV-V) 3. Behind the Scenes 17. Tragedy or Triumph? (Act V) 4. Boys and Girls (Act I, Scene I) 18. Quiz 3: Tragedy or Triumph? 5. Oh, Romeo (Act I, Scenes II-III) 19. Essay: Who's to Blame? 6. Meant to Be (Act I, Scenes IV-V) 20. Review 7. Quiz 1: Setting the Stage 21. Special Project* 8. Love in the Shadows (Act II, Scenes I-II) 22. Test 9. Inverted Values (Act II, III-IV) 23. Alternate Test* 10. Hints of Tragedy (Act II, V-VI) 24. Glossary and Credits 11. Project: True Love? 12. Shakespeare on Love (Act III, I-II) 12. The Critical Essay 13. You Be Mine (Act III, III-V) 13. Essay: Lost Continent 14. Essay: Critique* UNIT 11: STUDIES IN THE NOVEL 15. Report: Synthesis* 16. Quiz 3: The Critical Essay Assignment Titles 17. Review 1. The Novel 18. Special Project* 2. Subject Matter 19. Test 3. Types of Novels 20. Alternate Test* 4. Modes of Writing The Novel 21. Glossary and Credits 5. Quiz 1: The Novel 6. Twenty Thousand Leagues Under the Sea 3. Alternate Exam - Form A* 7. Plot and Perspective 4. Alternate Exam - Form B* 8. Episodes 9. Plot Function 3. Alternate Exam - Form B* 10. Essay: Twenty Thousand Leagues Under the Sea 11. Quiz 2: Twenty Thousand Leagues Under the Sea UNIT 12: SEMESTER REVIEW AND EXAM Assignment Titles 1. Semester Review 2. Exam UNIT 13: FINAL EXAM Assignment Titles 1. Exam 2. Alternate Exam - Form A* 64 ©2015 Glynlyon, Inc.

2015English I CCSSCOURSE OVERVIEWStudents should enter this course with a foundation in fiction, drama, poetry, mythology, and nonfiction. This course willprovide them with the opportunity to build on that foundation. They will engage in in-depth analysis of more complexliterature, view that literature from its historical perspective, and connect it to other arts. They will write literaryanalyses, logical arguments, informational/explanatory texts, narratives, and focused research projects. These writingtasks will be both formal and informal. Additionally, they will engage in speaking and listening activities that use andincorporate media and technology. As a result of the reading, writing, speaking, and listening students will do in thiscourse, they will grow their vocabulary and their understanding of how to communicate effectively by making skillfulchoices when expressing themselves with language.Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developedto provide clear and consistent goals for student learning and to ensure that students have the skills they need to besuccessful beyond high school. These standards define what students need to know and be able to do by the end of eachgrade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasinglymore complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be bothrigorous and relevant. It must also expose students to certain critical content. In English language arts, that contentincludes classic myths and stories from around the world, America’s Founding Documents, Foundational Americanliterature, and Shakespeare. English I students will begin their climb up this staircase of skills through their study of thefollowing genres:  Short Stories: In this unit, students will gain a deeper understanding of common literary elements through the study of selected short stories. The goal will be to teach students how to apply this understanding to their reading, their writing, and their everyday life.  Literary Nonfiction: Students will read a variety of nonfiction forms, including autobiography, memoir, essay, and speech. Selections will focus on writings about growing up, education, liberty, and politics. Students will consider the way in which each of these selections are reflective in nature and encourage readers and listeners to look at events and ideas in a new way.  Epic Poetry: In this unit, students will focus on epic poetry as its own genre. Students will read Homer's The Odyssey in its entirety, as well as informational texts providing historical context, and various selections of poetry that draw on Homer's work. As a way of further exploring the theme of the unit, \"heroism,\" students will also read selected works of nonfiction that address that theme from a more contemporary perspective.  Drama: The focus of this unit will be on drama as a literary form with an emphasis on tragedy. Students will be introduced to philosophy by reading an excerpt from Aristotle’s Poetics. They will then read the sources for and the text of Shakespeare's Romeo and Juliet and compare the treatment of related themes in the two plays.  Novel: This unit will focus on the novel as a literary form. Students will apply and expand their understanding of literary elements as they read To Kill a Mockingbird. Students will explore a number of unifying themes as they read the novel, including honor, courage, intolerance, and compassion and these concepts will provide the basis for their writing, speaking, and other learning activities throughout the unit. A study of various informational texts will illuminate the historical context of the novel.  Poetry: students will study the genre of poetry and its concentrated blend of sound and imagery, as well as the personal and the universal. Students will examine poetic form, rhyme, meter, devices, imagery and language. Students will study poems from different eras and different cultures. Students will also be introduced to literary criticism which will provide the basis for a research project and presentation. 65 ©2015 Glynlyon, Inc.

2015Curriculum Content and Skill FocusUnit 1: Short Story  Developing reading skills: analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in short stories  Analyzing literary elements: character, setting, plot, conflict, theme, point of view, suspense, dialogue  Analyzing literary devices: figurative language, imagery, mood, irony, symbol, foreshadowing  Developing writing skills - explanatory: responding to literature, developing a thesis, supporting a thesis, composing strong introductions and conclusions, writing a literary analysis, using the writing process, targeting an audience  Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information  Participating in speaking and listening activities: collaborate discussions, research presentations  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 2: Literary Nonfiction  Developing reading skills: analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in literary nonfiction types: memoirs, autobiography, speeches, and foundational American literature’s supporting ideas with text  Analyzing characteristics of literary nonfiction types: variety of form, personal presence, self-reflection, tone, diction, sequencing of ideas, use of rhetoric and rhetorical strategies, historical/cultural influence, relevancy and sufficiency of support for claims  Developing writing skills – o narrative : incorporating sensory detail, sequencing, reflecting, peer evaluating o explanatory: responding to literature, comparing/contrasting, revising for alignment to purpose and audience, depth of information, and clarity and accuracy of content o argumentative: analyzing rhetorical strategies, evaluating the validity of an argument, using transitions, using formal and objective language, editing for conventions  Conducting research: locating information, paraphrasing, summarizing, quoting, documenting information  Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 3: Epic Poetry  Developing reading skills: analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in epic poetry, contemporary poetry, and informational texts; supporting ideas with text  Analyzing characteristics of the epic: oral tradition, hero, journey motif, mythology, simile, epithet, invocation, foreshadowing, flashback, parallel plot  Reading for information: Cultural and historical background, interviews with contemporary heroes  Developing writing skills - narrative and argumentative: responding to literature, exploring point of view, making a claim, supporting a claim, composing strong introductions and conclusions, using the writing process, targeting an audience  Conducting research: formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information  Analyzing and participating in speaking and listening activities: collaborate discussions, research presentations, creating a power point  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 5: Drama  Developing reading skills: analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in drama, philosophical texts, source material; supporting ideas with text  Analyzing characteristics of drama – esp. Shakespearean: comedy and tragedy, character, dialogue, chorus, spectacle, soliloquy, aside, blank verse, iambic pentameter, allusion, foil, puns 66 ©2015 Glynlyon, Inc.

2015  Developing writing skills – o explanatory: responding to literature, analyzing dramatic elements, comparing treatment of a subject in two different mediums, identifying and incorporating textual support, revising for alignment to purpose and audience, depth of information, and clarity and accuracy of content, formatting and documenting according to MLA guidelines, collaborating, using the writing process  Conducting research: answering the research question, identifying shared characteristics of art across time and cultures, evaluating the effectiveness of subject treatment in two or more mediums.  Analyzing and participating in speaking and listening activities: collaborate discussions, peer evaluation  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 6: Novel  Developing reading skills: analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in fiction and nonfiction; supporting ideas with text  Reading for information: Cultural and historical background  Analyzing characteristics of fiction – esp. characters, setting, theme, style, tone, point of view, figurative language, historical context  Developing writing skills – o explanatory: responding to literature, comparing treatment of a subject in two different mediums, analyzing within historical context, identifying and incorporating textual support, varying transitions, using relevant and precise vocabulary, formatting and documenting according to MLA guidelines, collaborating, using the writing process o argumentative: evaluating the effectiveness of subject treatment in two or more mediums, making a claim, supporting a claim, identifying and incorporating textual support, varying transitions, using relevant and precise vocabulary, formatting and documenting according to MLA guidelines, collaborating, using the writing process  Conducting research: evaluating the effectiveness of subject treatment in two or more mediums.  Analyzing and participating in speaking and listening activities: collaborate discussions, recording a speech  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 7: Poetry  Developing reading skills: analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in poetry and art  Analyzing characteristics of poetry – figurative language (esp. simile, metaphor, personification, hyperbole, idiom, onomatopoeia), poetic devices (esp. alliteration, assonance, consonance, and enjambment), rhyme, meter, form, speaker, theme, symbol  Developing writing skills – o explanatory: responding to literature, analyzing poetic elements, comparing and contrasting the depiction of the same subject or scene in a literary work and another artistic medium, identifying shared characteristics of art across time and cultures, paraphrasing, annotating, supporting with text, using the writing process, revising for style, sentence variety, and word choice o narrative/creative: playing with figurative language and sound devices o argumentative: diagraming arguments, formulating a claim, supporting a claim, using the writing process, connecting ideas in arguments, using persuasive language  Conducting research: Defining and refining a research question, evaluating sources, formulating a thesis, synthetizing and integrating information, using MLA style guide, paraphrasing, summarizing and quoting, incorporating digital media,  Analyzing and participating in speaking and listening activities: collaborate discussions, preparing and presenting a multimedia presentation  Strengthening language skills: conventions, knowledge, vocabulary acquisition and use 67 ©2015 Glynlyon, Inc.

Literature List 2015The following are literary works students will encounter in English I CCSS: ©2015 Glynlyon, Inc.Unit 1: Short Story  Connell, Richard o \"The Most Dangerous Game\"  Collier, Eugenia o “Marigolds”  Tan, Amy o “Two Kinds”  Olson, Tillie o “I Stand Here Ironing”  Walker, Alice o “Everyday Use”  Henry, O. o “The Gift of the Magi”  Poe, Edgar Allan o “The Cask of Amontillado”Unit 2: Nonfiction  Anegelou, Maya o “I Know Why the Caged Bird Sings”  Kingslover, Barbra o “Life Without Go-Go Boots”  Twain, Mark o “Uncle John’s Farm”  Welty, Eudora o “Eavesdropping”  Douglass, Frederick o “Learning to Read and Write”  Mukherjee, Bharati o “The Four-Hundred-Year-Old Woman”  Lincoln, Abraham o “The Gettysburg Address”  King Jr., Martin Luther o “I Have a Dream”  Wiesel, Elie o “Hope, Despair, and Memory”Unit 3: Epic Poetry  Hamilton, Edith o “Mythology”  Homer (Translated by Robert Fagles) o The Odyssey  Parker, Dorothy o “Penelope”  Atwood, Margaret o “Siren Song” 68

Unit 5: Drama 2015  Shakespeare, William. ©2015 Glynlyon, Inc. o Romeo and Juliet  Sophocles (Translated by Ian Johnston) o Oedipus the King  Brooke, Arthur o “The Tragical History of Romeus and Juliet”Unit 6: Novel  Lee, Harper. o To Kill a Mockingbird  Roosevelt, Franklin D. o First Inaugural Speech  Allen, Frederick Lewis o “Only Yesterday”  Heiman, Angie o “What's to Become of the Mockingbird”Unit 7: Poetry  Sexton, Anne o “Young”  Lourde, Audre o “Hanging Fire”  Hughes, Langston o “Theme for English B”  Shakespeare, William o \"Sonnet 73\"  Brooks, Gwendolyn o “The Bean Eaters”  Frost, Robert o “The Road Not Taken”  Whitman, Walt o “Song of the Open Road”  Dickinson, Emily o “We Grow Accustomed to the Dark”  Millay, Edna St. Vincent o “The Courage That My Mother Had”  Angelou, Maya o “Caged Bird”  Walker, Alice o “Women”  Oliver, Mary o “The Journey”  Cisneros, Sandra o “Cloud”  Poe, Edgar Allan o “Annabel Lee” o “The Bells”  Auden, William H. o “Musee Des Beaux Arts” 69

2015ENGLISH I CCSS UNIT 1: SHORT STORY 21. Alternate Quiz 3 - Form A* 22. Alternate Quiz 3 - Form B* Assignment Titles 23. Point of View in \"I Stand Here Ironing\" 1. Course Overview 24. Narrator Reliability and \"I Stand Here Ironing\" 2. Plot in \"The Most Dangerous Game\" 25. Quiz 4 3. Conflict in \"The Most Dangerous Game\" 26. Alternate Quiz 4 - Form A* 4. Project: Group Discussion of \"The Most Dangerous 27. Alternate Quiz 4 - Form B* 28. Literary Elements and Symbolism in \"Everyday Use\" Game\"* 29. Irony in \"The Gift of the Magi\" 5. Vocabulary and \"The Most Dangerous Game\" 30. Mood and Suspense in \"The Cask of Amontillado\" 6. Quiz 1 31. Essay: Literary Analysis of \"The Gift of the Magi\" 7. Alternate Quiz 1 - Form A* 32. Vocabulary in \"The Cask of Amontillado\" 8. Alternate Quiz 1 - Form B* 33. Parallel Structure 9. Setting and \"The Marigolds\" 34. Quiz 5 10. Project: Dimensions of Setting 35. Alternate Quiz 5 - Form A* 11. Essay: Compare and Contrast Setting in Art and in 36. Alternate Quiz 5 - Form B* 37. Essay: Author Research Prose 38. Special Project* 12. Figurative Language and \"The Marigolds\" 39. Review 13. Quiz 2 40. Test 14. Alternate Quiz 2 - Form A* 41. Alternate Test - Form A* 15. Alternate Quiz 2 - Form B* 42. Alternate Test - Form B* 16. Character in \"Two Kinds\" 43. Glossary and Credits 17. Exploring Theme and Plot in \"Two Kinds\" 18. Project: Expository Essay: Identifying and Exploring a Historical and Literary Significance of Martin Luther King, Jr.'s \"Address at the March on Washington\" Theme in \"Two Kinds\" Project: Comparative Essay: An Analysis of Theme 19. Project: Research on Chinese American Life in the Analysis of \"Hope, Despair, and Memory\" by Elie Wiesel Mid-20th Century Project: Rhetorical Analysis of a Speech 20. Quiz 3 Project: Narrative Essay Adverbs and ParallelismENGLISH I CCSS UNIT 2: LITERARY NONFICTION 16. Quiz 3 Alternate Quiz 3 - Form A* Assignment Titles 17. Alternate Quiz 3 - Form B* 1. Introduction to Literary Nonfiction 18. Special Project* 2. Characteristics of a Memoir Review 3. Analyzing Tone and Meaning 19. Test 4. Delivery and Tone in \"Uncle John’s Farm\" by Mark 20. Alternate Test - Form A* 21. Alternate Test - Form B* Twain 22. Glossary and Credits 5. Quiz 1 23. 6. Alternate Quiz 1 - Form A* 24. 7. Alternate Quiz 1 - Form B* 25. 8. Analyzing Tone in Eudora Welty’s \"Eavesdropping\" 26. 9. Point of View 27. 10. Tone and Allusion in \"A Four-Hundred-Year-Old 28. 29. Woman\" 30. 11. Quiz 2 12. Alternate Quiz 2 - Form A* 13. Alternate Quiz 2 - Form B* 14. Rhetorical Strategies 15. History and Language in the Gettysburg Address 70 ©2015 Glynlyon, Inc.

ENGLISH I CCSS UNIT 3: EPIC POETRY 2015ENGLISH I Assignment Titles 21. The Odyssey: Books 23 & 24 CCSS 1. Project: Research Paper: The Hero’s Journey 22. Quiz 3 2. Homer: The Father of Epic Poetry 23. Alternate Quiz 3 - Form A* 3. The Odyssey: Books 1 & 2 24. Alternate Quiz 3 - Form B* 4. The Odyssey: Books 3 & 4 25. Project: Research Note Cards 5. The Odyssey: Books 5 & 6 26. Project: Research Outline 6. Quiz 1 27. Project: Point of View: Re-telling a Scene* 7. Alternate Quiz 1 - Form A* 28. Project: Argumentative Essay: \"Who Is More 8. Alternate Quiz 1 - Form B* 9. The Odyssey: Books 7 & 8 Heroic?\" 10. The Odyssey: Books 9 & 10 29. Project: Slide Show: \"What Makes A Hero\"? 11. The Odyssey: Books 11 & 12 30. Figurative Language and The Odyssey 12. Persuasive Writing: Letter to Zeus 31. Quiz 4 13. Quiz 2 32. Alternate Quiz 4 - Form A* 14. Alternate Quiz 2 - Form A* 33. Alternate Quiz 4 - Form B* 15. Alternate Quiz 2 - Form B* 34. Special Project* 16. The Odyssey: Books 13 & 14 35. Review 17. The Odyssey: Books 15 & 16 36. Test 18. The Odyssey: Books 17 & 18 37. Alternate Test - Form A* 19. The Odyssey: Books 19 & 20 38. Alternate Test - Form B* 20. The Odyssey: Books 21 & 22 39. Glossary and Credits UNIT 4: SEMESTER REVIEW AND EXAM 3. Alternate Exam - Form A* Assignment Titles 1. Review 2. Exam 71 ©2015 Glynlyon, Inc.

2015ENGLISH I CCSS UNIT 5: DRAMA 27. Introduction to Romeo and Juliet 28. Romeo and Juliet: Act I Assignment Titles 29. Quiz 4 1. Introduction to Greek Theater 30. Alternate Quiz 4 - Form A* 2. Aristotle's Poetics 31. Alternate Quiz 4 - Form B* 3. Sophocles 32. Romeo and Juliet: Act II 4. Quiz 1 33. Romeo and Juliet: Act III 5. Alternate Quiz 1 - Form A* 34. Romeo and Juliet: Act IV 6. Alternate Quiz 1 - Form B* 35. Romeo and Juliet: Act V 7. Oedipus the King: Prologue and Parados 36. Project: Essay: Oedipus, Romeo and Juliet, and 8. Oedipus the King: First Episode Tragedy* 9. Oedipus the King: First Stasimon 37. Project: Essay: Fate and Free Will in Oedipus Rex 10. Oedipus the King: The Second Episode and Romeo and Juliet* 11. Quiz 2 38. Project: Two Versions of Romeo and Juliet 12. Alternate Quiz 2 - Form A* 39. Vocabulary and Romeo and Juliet 13. Alternate Quiz 2 - Form B* 40. Project: Inspiration PowerPoint* 14. Oedipus the King: The Third Episode 41. Pronoun Review and Punctuation of Appositives 15. Oedipus the King: The Fourth Episode and Clauses 16. Oedipus the King: The Fourth Stasimon 42. Quiz 5 17. Oedipus the King: The Fifth Episode 43. Alternate Quiz 5 - Form A* 18. Oedipus the King: The Sixth Episode and Exodus 44. Alternate Quiz 5 - Form B* 19. Project: Essay: Oedipus the King* 45. Special Project* 20. Project: Group Discussion of Picasso's \"The Tragedy\" 46. Review 47. Test and Sophocles' Oedipus the King 48. Alternate Test - Form A* 21. Oedipus the King: Vocabulary 49. Alternate Test - Form B* 22. Quiz 3 50. Glossary and Credits 23. Alternate Quiz 3 - Form A* 24. Alternate Quiz 3 - Form B* Dill and the Trial 25. The Influence of Source Material Chapters 21-26 of To Kill a Mockingbird 26. The Culture and History Behind Romeo and Juliet Maycomb's People Chapters 27-31 of To Kill a MockingbirdENGLISH I CCSS UNIT 6: NOVEL 24. Characterizing Change 25. Quiz 3 Assignment Titles 26. Alternate Quiz 3 - Form A* 1. Introduction to the Novel 27. Alternate Quiz 3 - Form B* 2. Historical Connections in To Kill a Mockingbird 28. Meanings, Motifs, and Metaphors 3. History During the Time of To Kill a Mockingbird 29. Essay: Compare and Contrast with the Scottsboro 4. Vocabulary in To Kill a Mockingbird 30. Trials* 5. Project: Informative Essay 31. Project: Oral Report: Compare and Contrast the 6. Project: Perspective Taking* 32. Film and Novel Versions 7. Quiz 1 33. Project: Songs Inspired by To Kill a Mockingbird* 8. Alternate Quiz 1 - Form A* Punctuation Conventions 9. Alternate Quiz 1 - Form B* 34. Quiz 4 10. Chapter 1 of To Kill a Mockingbird Alternate Quiz 4 - Form A* 11. Chapters 2 and 3 of To Kill a Mockingbird 35. Alternate Quiz 4 - Form B* 12. Chapters 1-7 of To Kill a Mockingbird 36. Special Project* 13. Chapters 8-11 of To Kill a Mockingbird 37. Review 14. Atticus and Moral Courage 38. Test 15. Jem and Major Themes 39. Alternate Test - Form A* 16. Quiz 2 40. Alternate Test - Form B* 17. Alternate Quiz 2 - Form A* 41. Glossary and Credits 18. Alternate Quiz 2 - Form B* 42. 19. The Novel: Word Choice I 43. 20. Project Essay: Character Development in To Kill a 44. 45. Mockingbird 21. The Novel: Word Choice II 22. Points of View and Perspective 23. Chapters 15 - 20 of To Kill a Mockingbird 72 ©2015 Glynlyon, Inc.

2015ENGLISH I CCSS UNIT 7: POETRY 19. Travels in the Imagination: Identifying a Theme in Mary Oliver's \"The Journey\" Assignment Titles 20. Imagery and Sandra Cisneros's \"Cloud\" 1. Introduction to Poetry 21. Project: Essay: Compare and Contrast Two Poems* 2. Perspectives on Life: Anne Sexton’s \"Young\" and 22. Quiz 3 23. Alternate Quiz 3 - Form A* Audre Lorde’s \"Hanging Fire\" 24. Alternate Quiz 3 - Form B* 3. Perspectives On Life: Langston Hughes's \"Theme for 25. Poetry is Meant to be Heard 26. Project: Poetry Explication English B\" 27. Project: Essay: Poetry Argument 4. Perspectives on Life: Shakespeare’s \"Sonnet 73\" 28. Semicolons and Spelling 5. Perspectives On Life: Gwendolyn Brooks’s \"The Bean 29. Project: Poetry Research 30. Project: Essay: Poetry and Art* Eaters\" 31. Quiz 4 6. Project: Comparative Essay* 32. Alternate Quiz 4 - Form A* 7. Quiz 1 33. Alternate Quiz 4 - Form B* 8. Alternate Quiz 1 - Form A* 34. Special Project* 9. Alternate Quiz 1 - Form B* 35. Review 10. Finding Our Way: \"The Road Not Taken\" and \"Song 36. Test 37. Alternate Test - Form A* of the Open Road\" 38. Alternate Test - Form B* 11. Finding the Theme: \"We Grow Accustomed to the 39. Glossary and Credits Dark\" Alternate Exam - Form A* 12. Sound and Imagery \"The Courage My Mother Had\" 13. Project: Sound Devices in Poetry* Alternate Exam - Form A* 14. Quiz 2 15. Alternate Quiz 2 - Form A* 16. Alternate Quiz 2 - Form B* 17. Theme and Form in \"Caged Bird\" 18. Metaphor and Tone in Alice Walker’s \"Women\"ENGLISH I UNIT 8: SEMESTER REVIEW AND EXAM 3. CCSS Assignment Titles 1. Review 2. ExamENGLISH I UNIT 9: FINAL EXAM 2. CCSS Assignment Titles 1. Exam 73 ©2015 Glynlyon, Inc.

2015English IICOURSE OVERVIEWEnglish II continues to build on the sequential development and integration of communication skills in four major areas:reading, writing, speaking, and listening. It focuses on deepening and furthering students' understanding in the followingways:  Reading reinforces reading comprehension skills by teaching students how to comprehend and appreciate poetry, drama, and fiction; shows students how to analyze, evaluate, and interpret a text; reinforces awareness of the elements and structure of narrative prose; guides students through readings of drama, a novel, and selections of well-known poetry and short stories.  Writing develops students’ understanding of complex sentence and paragraph structures, providing hands-on experience with connectives, transitions, phrases, and clauses; teaches language history and etymology to help students build on knowledge of grammar and word structures; expands on students’ vocabulary skills; gives students the opportunity to develop their abilities in writing a set of instructions, a literary critique, a poem, a short story, and a speech.  Speaking offers students experience in delivering a speech; teaches skills that enable students to become effective speakers and communicators, weaving the skills throughout the course.  Listening teaches effective listening comprehension skills, integrating these throughout the lessons.  Special Topics incorporates research skills, including internet, library, and reference material use.Curriculum ContentsReading Comprehension Skills  Elements of Narrative Prose  Reading Fiction  Reading Poetry  Reading Skills: Analysis, Evaluation, and Interpretation  Strategies for Comprehension: Making Inferences and Identifying Main IdeasComposition  Paragraph Elements and Structure: Connectives and Transitions  Writing Expository Prose: Process  Writing Instructions  Writing a Literary Critique  Writing a Poem  Writing a Poetry Analysis  Writing a Short Story  Writing a SpeechGrammar and Usage  Development of English: Grammar, Spelling, Pronunciation, and Vocabulary  Nouns: Noun Plurals  Pronouns: Types, Gender, Case, and Pronoun-Antecedent Agreement  Sentence Structure: Clauses, Phrases, and Compound/Complex SentencesLiterature Studies  Drama: Structure and Elements  Fiction: Genre/Type, Structure, Elements, and Modes  History of Drama: Greek/Roman Plays and Medieval Drama 74 ©2015 Glynlyon, Inc.

 History of Novels: Oral Tradition, Novel Prototypes, and Early Novels 2015  Poetry: Genre/Type, Structure, Elements, and Literary Devices ©2015 Glynlyon, Inc.Speaking and Listening  Listening Skills: Elements, Common Errors, and Strategies  Speaking Skills: Elements, Purpose, Organization, and DeliverySpelling  Nouns: Plural and AffixesSpecial Topics  Origin/Development of Language  Research Skills: Internet, Library and Reference Materials  Study Skills: Note Taking  Job-Seeking Skills: Resumés and Cover LettersLiterature ListFollowing are literary works students will encounter in English II.Drama  Shaw, George Bernard. o PygmalionFiction  Eliot, George. o Silas Marner  de Maupassant, Guy. o “The Necklace”  Stockton, Frank. o “The Lady, or the Tiger?”  Twain, Mark. o “The Celebrated Frog of Calaveras County”Poetry  Keats, John. o \"To My Brother George\"  Housman, A.E. o \"The Loveliest of Trees\" o \"Is My Team Ploughing?\"  Tennyson, Alfred. o \"The Eagle\"  Wylie, Elinor. o “Velvet Shoes”  Shelley, Percy. o “Ozymandias”  Burns, Robert. o \"A Red, Red Rose\"  Blake, William. o \"The Sick Rose,\" “The Tyger” 75

ENGLISH II UNIT 1: READING, WRITING, AND SPEAKING 2015ENGLISH II Assignment Titles 14. Essay: Paragraph Structure and Transition 1. Course Overview 15. Quiz 2: Sentences and ParagraphsENGLISH II 2. Language in Motion: Vocabulary 16. Active Listening 3. Language in Motion: Word Meaning 17. Listening for Main IdeasENGLISH II 4. Language in Motion: Etymology 18. Project: Taking Notes 5. Language in Motion: Pronunciation 19. Giving a Speech 6. Morphemes and Inflections 20. Project: Giving a Speech* 7. Report: Names 21. Quiz 3: Listening and Speaking 8. Quiz 1: Language in Motion 22. Special Project* 9. Sentence Structure 23. Review 10. Sentence Variety 24. Test 11. Paragraph Structure 25. Alternate Test* 12. Connecting Sentences 26. Glossary and Credits 13. Developing Paragraphs 12. Pronoun Reference UNIT 2: LANGUAGE STRUCTURE 13. Adjective Clauses 14. Adverb Clauses Assignment Titles 15. Noun Clauses 1. Forming Noun Plurals 16. Quiz 3: Clauses and Pronoun Reference 2. Understanding Suffixes 17. Special Project* 3. Adding Suffixes 18. Review 4. Word Use and Suffixes 19. Test 5. Quiz 1: Noun Plurals and Suffixes 20. Alternate Test* 6. Relative and Interrogative Pronouns 21. Glossary and Credits 7. Demonstrative and Indefinite Pronouns 8. Personal Pronouns 11. Constructing Sentences 9. Gender and Case in Pronouns 12. Project: Writing Paragraphs 10. Quiz 2: Pronouns 13. Punctuating Ideas 11. Pronoun/Antecedent Agreement 14. Writing Compositions 15. Quiz 3: English and Writing UNIT 3: WRITING EFFECTIVE SENTENCES 16. Special Project* 17. Review Assignment Titles 18. Test 1. Principal Parts and Participles 19. Alternate Test* 2. Infinitives 20. Glossary and Credits 3. Gerunds 4. Quiz 1: Verbals 15. American Regional Dialects 5. Adjective Phrases 16. Standard English 6. Adverb Phrases 17. Essay: Language and Culture 7. Appositive Phrases and Direct Address 18. Quiz 3: Varieties of English 8. Participial and Gerund Phrases 19. Selecting and Limiting a Topic 9. Infinitive Phrases 20. Choosing the Language 10. Quiz 2: Phrases 21. Project: Writing a Speech 22. Quiz 4: Writing and Speaking UNIT 4: EXPOSITION 23. Special Project* 24. Review Assignment Titles 25. Test 1. Recognizing Main Ideas 26. Alternate Test* 2. Advanced Reading Skills 27. Glossary and Credits 3. Logic and Relationships 4. Exposition: Instructions 5. Essay: How-To 6. Project: Technical Instructions* 7. Quiz 1: Reading Instructions 8. Events, Ideas, and Biography 9. Project: Biography 10. Library Skills 11. Project: Catalog Systems* 12. Project: Reference Materials* 13. Quiz 2: Forms of Exposition; Library Skills 14. Varieties of English 76 ©2015 Glynlyon, Inc.

2015ENGLISH II UNIT 5: GET A JOB 11. Resume Planner 12. Effective Cover Letters Assignment Titles 13. Project: Resume and Cover Letter 1. Language and Meaning 14. Quiz 3: Resumes 2. Roots and Affixes 15. Special Project* 3. Analogies 16. Review 4. Quiz 1: Language, Roots, and Analogies 17. Test 5. Capitals and Commas 18. Alternate Test* 6. Advanced Mechanics 19. Glossary and Credits 7. Project: Your Vacation 8. Quiz 2: Writing Right 9. Project: Getting a Job 10. ResumesENGLISH II UNIT 6: SEMESTER REVIEW AND EXAM 3. Alternate Exam - Form A* 4.. Alternate Exam - Form B* Assignment Titles 1. Review (1) 2. ExamENGLISH II UNIT 7: MEDIA AND YOU 11. Report: Print Media Analysis 12. Report: Broadcast Media Analysis* Assignment Titles 13. Report: Internet Media Analysis* 1. Early American Media: 1447-1850s 14. Quiz 2: Navigating Today's Media 2. The Radio Makes Waves: 1830s-1930s 15. Special Project* 3. The Early Years of Television: 1930s-1950s 16. Review 4. The Television Explosion: 1950s-1980s 17. Test 5. The Internet and Beyond: 1980s-Present 18. Alternate Test* 6. Report: Media and Public Opinion 19. Glossary and Credits 7. Quiz 1: The Changing Face of Media 8. Determining SOAP 9. Media and Motive 10. Messages and Meaning UNIT 8: SHORT STORIES Assignment Titles 1. Short Story Elements 12. Essay: Critique 2. The Celebrated Jumping Frog of Calaveras County 13. Quiz 2: Writing About LiteratureENGLISH II 3. The Lady, or the Tiger?* 14. Writing a Short Story 4. Essay: The Lady, or the Tiger? 15. Project: Preparing a Short Story 5. The Necklace 16. Essay: Writing a Short Story 6. Essay: The Necklace 17. Quiz 3: Using Writing Skills 7. Quiz 1: Short Story Elements 18. Special Project* 8. Writing About Literature 19. Review 9. Project: Outline 20. Test 10. Writing a Literary Critique 21. Alternate Test* 11. Project: Preparing a Critique 22. Glossary and CreditsENGLISH II UNIT 9: REVIEWING LITERATURE 13. Essay: Character Analysis 14. Quiz 2: Silas Marner Assignment Titles 15. The Critical Essay 1. Literature and Meaning 16. Essay: Preparing the Review 2. Pop Criticism 17. Essay: Writing the Review 3. Documentation 18. Project: Comparing Media* 4. Citation Formats 19. Quiz 3: The Critical Essay 5. Project: Reviewing a Review 20. Special Project* 6. History of the Novel 21. Review 7. The Artistic Process 22. Test 8. Analyzing a Text 23. Alternate Test* 9. Quiz 1: Criticism 24. Glossary and Credits 10. Novel and Plot 11. Character, Symbol, and Mood 12. Essay: Theme and Experience* 77 ©2015 Glynlyon, Inc.

ENGLISH II UNIT 10: POETRY 2015ENGLISH II Assignment Titles 9. Project: Writing a Poem 1. Poetic Form and Rhyme 10. Quiz 2: Poetic MeaningENGLISH II ENGLISH II 2. Meter and Diction 11. Special Project* 3. Imagery and Figurative Language 12. Review 4. Figurative Language and Sound Effects 13. Test 5. Quiz 1: Elements of Poetry 14. Alternate Test* 6. Literal Meaning 15. Glossary and Credits 7. Figurative and Symbolic Meaning 8. Essay: Poem Analysis 12. Pygmalion: Act IV 13. Pygmalion: Act V, Part 1 UNIT 11: PYGMALION 14. Pygmalion: Act V, Part 2 15. Essay: Endings Assignment Titles 16. Essay: Social Class 1. Greek Drama 17. Quiz 3: Pygmalion, Acts III-V 2. Roman, Medieval, and Elizabethan Drama 18. Special Project* 3. Reading Drama 19. Review 4. Quiz 1: Understanding Drama 20. Test 5. George Bernard Shaw 21. Alternate Test* 6. Pygmalion: Act I 22. Glossary and Credits 7. Pygmalion: Act II, Part 1 8. Pygmalion: Act II, Part 2 3. Alternate Exam - Form A* 9. Quiz 2: Pygmalion, Acts I-II 4. Alternate Exam - Form B* 10. Pygmalion: Act III 11. Essay: Changing Language 3. Alternate Exam - Form B* UNIT 12: SEMESTER REVIEW AND EXAM Assignment Titles 1. Review 2. Exam UNIT 13: FINAL EXAM Assignment Titles 1. Exam 2. Alternate Exam - Form A* 78 ©2015 Glynlyon, Inc.

2015English II CCSSCOURSE OVERVIEWGrade 10 students will study literature that spans centuries, continents, and genres. Each of the four thematically-integrated units encourages close study of this literature and its context. Students will gain valuable cultural insight asthey read and write about works depicting the social, personal, religious, and political struggles and triumphs faced bypeople all over the world and all through history. Students will continue to build their literacy skills by engaging infocused reading, composition, speaking and listening activities, vocabulary study, and research. By the end of the course,students will have gained a broader perspective and will be well-prepared to apply that perspective to the study ofAmerican Literature in Grade 11.Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developedto provide clear and consistent goals for student learning and to ensure that students have the skills they need to besuccessful beyond high school. These standards define what students need to know and be able to do by the end of eachgrade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasinglymore complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be bothrigorous and relevant. It must also expose students to certain critical content. In English language arts, that contentincludes classic myths and stories from around the world, America’s Founding Documents, Foundational Americanliterature, and Shakespeare. English II students will continue their climb up this staircase of skills through their study ofthe following units:  Unit 1: Coming of Age: In this unit, students will read works that have been selected because they reflect the universal theme of crossing the threshold into maturity. The selections cover different centuries, different countries, different races, and different genders. Students will also read historical background and author biographies to enrich their understanding of selected works. Additionally, students will be introduced to the literary, religious, and philosophical traditions that influenced writers from other cultures.  Unit 2: The Struggle against Injustice: The works in this unit illustrate a cultural, political, or personal struggle against injustice in some form. As in the previous unit, students will read literature from different centuries, countries, races, and genders. They will meet characters, both fictional and historical, who used the power and beauty of language to expose the injustices they witnessed or experienced. Students will also investigate the historical and biographical background of selected works to enrich their understanding of the literature they read.  Unit 4: Perspectives in World Literature: The works in this unit represent a variety of lenses through which readers can look at the world. As in the two previous units, students will read literature from a variety of places, times, and people. They will meet characters and authors who have shaped the way we read as well as the way we look at the world. Students will also investigate the historical, biographical, and critical background of selected works to enrich their understanding of the literature they read.  Unit 5: Tradition VS. Change: The works in this unit were selected because they illuminate a conflict between tradition and change. Students continue to be exposed to literature that spans continents, ages, and perspectives. They will analyze the social, political, cultural, and individual struggles depicted in this literature to better understand the existence and the impact of this conflict. And students will continue to investigate the historical and biographical background of selected works to enrich their understanding of the literature they read. 79 ©2015 Glynlyon, Inc.

2015Curriculum Content and Skill FocusUnit 1: Coming of Age  improving reading skills: analysis, evaluation, interpretation  identifying explicit and implicit meaning in a variety of genres  analyzing historical and cultural context and source material and their effect on meaning  analyzing literary elements: character, conflict, theme, narrative/poetic structure, point of view, irony, allusion  analyzing language: figurative language, imagery, mood, tone, rhetoric, connotation, nuance in meaning  improving writing skills: o explanatory: responding to literature, developing a thesis, supporting a thesis, creating an outline, using the writing process  participating in speaking and listening activities: listening and analyzing speeches, collaborating with peers  strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 2: The Struggle against Injustice  improving reading skills: analysis, evaluation, and interpretation  identifying explicit and implicit meaning in a variety of genres, including foundational documents  analyzing historical and cultural context and source material and their effect on meaning  analyzing literary elements/devices: character, conflict, theme, narrative/poetic structure, point of view, foreshadowing, symbolism, allegory irony, allusion  analyzing and comparing the representation of a subject in two different mediums  analyzing language: figurative language, imagery, mood, tone, connotation, nuance in meaning  analyzing arguments: rhetoric, claim development, structure, purpose  improving writing skills: o explanatory: responding to literature, exploring characterization and theme, constructing an original thesis statement, supporting a thesis, composing strong introductions and conclusions, using the writing process, using technology o narrative: focus on language and sentence structure  conducting research: web searches, formulating a research question, gathering, evaluating, synthesizing, paraphrasing, summarizing, quoting, documenting information  analyzing and participating in speaking and listening activities: collaborative discussions and seminars, research presentation, creating a Power Point presentation  strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 4: Perspectives in World Literature  improving reading skills: analysis, evaluation, and interpretation  identifying explicit and implicit meaning in a variety of genres  analyzing historical and cultural context and source material and their effect on meaning  analyzing and comparing the representation of a subject in two different mediums  analyzing literary elements and devices: point of view, character, plot, conflict, theme, narrative or poetic structure, pacing, allusion, irony, flashback, foreshadowing, symbolism, allegory, magical realism  analyzing language: figurative language, imagery, mood, tone, connotation, nuance in meaning  developing writing skills: o narrative: incorporating engaging literary elements, using figurative language, aligning to purpose, task, and audience o explanatory: responding to literature, comparing and contrasting, formulating and supporting a thesis, conveying complex ideas, organizing ideas, writing effective conclusions, using precise language, using the writing process, incorporating technology o argumentative: making a claim, supporting a claim, distinguishing claims from counterclaims, using transitions, using formal and objective language, using the writing process  analyzing and participating in speaking and listening activities: analyzing rhetoric, purpose in published speeches, collaborative discussions  strengthening language skills: conventions, knowledge, vocabulary acquisition and use 80 ©2015 Glynlyon, Inc.

2015Unit 5: Tradition versus Change  improving reading skills: analysis, evaluation, and interpretation  identifying explicit and implicit meaning in a variety of genres  analyzing historical and cultural context and source material and their effect on meaning  analyzing and comparing the representation of a subject in two different mediums  analyzing literary elements and devices: point of view, character, plot, conflict, theme, narrative or poetic structure, pacing, irony, foreshadowing, symbolism  analyzing language: figurative language, imagery, mood, tone, connotation, nuance in meaning  analyzing arguments: rhetoric, claim development, structure, purpose  developing writing skills: o narrative: reflection on theme, supporting ideas o explanatory: responding to literature, formulating and supporting a thesis, conveying complex ideas, organizing ideas, using effective transitions, writing effective conclusions, using precise language, using the writing process, incorporating technology  conducting research: web searches, formulating a research question, gathering and evaluating research, synthesizing, quoting, paraphrasing, documenting using MLA  analyzing and participating in speaking and listening activities: analyzing rhetoric, purpose in published speeches, collaborative discussions, giving a speech  strengthening language skills: conventions, knowledge, vocabulary acquisition and useLiterature ListThe following are literary works students will encounter in English II CCSS:Unit 1: Coming of Age  Kingston, Maxine Hong o “White Tigers”  Ha Jin o \"A Decade\"  Daly, Maureen o “Sixteen”  Uhlman, Fred o “Reunion”  Shakespeare, William o A Midsummer Night’s Dream o “All the World’s a Stage” from As You Like It  Maupassant, Guy de o “The Wedding Night”  Gandhi, Mahatma o “Child Marriage”  Whitman, Walt o “There Was a Child Went Forth”  Hilton, John o “Talks about Talking”Unit 2: The Struggle Against Injustice  Orwell, George o Animal Farm  Gordimer, Nadine o “Once Upon a Time”  Jonker, Ingrid o “The child is not dead”  Mao Zedong o \"Serve the People\"  Chang, Kuangchi C. 81 ©2015 Glynlyon, Inc.

2015 o “Garden of My Childhood”  Alegria, Claribel o “Granny and the Golden Bridge”  Agueros, Jack o “Agua Viva,” a sculpture by Alfredo Gonzalez  Edelman, Bart o “They Shot Wook Kim”  Senesh, Hannah o “Blessed is the Match” o “One-Two-Three”  Wiesel, Elie o Night  King Jr., Martin Luther o “Letter from a Birmingham Jail”  Devlin, Bernadette o Chapter 12 from The Price of My Soul  Plato o “The Apology”  1001 NightsUnit 4: Perspectives in World Literature  Ghandi, Mahatma o \"Ghandi Defends his Beliefs”  Taylor, Samuel Coleridge o “Work Without Hope”  Markandaya, Kamala o Nectar in a Sieve  Kabir o “The Swan”  Rilke, Rainer Maria o “The Swan” o “The Spanish Dancer”  Neruda, Pablo o “Your Laughter”  Shaffarzadeh, Taherah o “Birthplace”  Hikmet, Nazim o “It’s This Way”  Bly, Robert o “Counting Small-Boned Bodies”  Faulkner, William o Nobel Peace Prize Speech  Borges, Jorge Luis o \"The Garden of Forking Paths\"  Sorrentino, Fernando o “There's a Man in the Habit of Hitting Me on the Head with an Umbrella”  Jimenez, Francisco o “The Circuit”  Louie, David Wong o “Birthday”  Mendoza, Durango o “The Passing”82 ©2015 Glynlyon, Inc.

2015Unit 5: Tradition vs. Change  Achebe, Chinua o Things Fall Apart  Yeats, William Butler o “The Second Coming”  Gordimer, Nadine o “1959: What is Apartheid?”  Fugard, Athol o \"Master Harold\"...and the Boys  Mandela, Nelson o Nobel Peace Prize Speech  Cervantes, Miguel o Don Quixote  Jackson, Shirley o “The Lottery”  Jin, Ha o “The Bane of the Internet”ENGLISH II CCSS UNIT 1: COMING OF AGE 18. Characterization in Guy de Maupaussant's \"The Wedding Night \" Assignment Titles 19. Understanding Mohandas Gandhi 1. Course Overview 20. What Does it Mean? Deciphering Word Meaning 2. Introducing Doris Lessing 21. Quiz 3 3. Revealing Themes in \"Through the Tunnel\" 22. Alternate Quiz 3 - Form A* 4. The Power of Word Choice 23. Alternate Quiz 3 - Form B* 5. Quiz 1 24. Reading Whitman's Free Verse 6. Alternate Quiz 1 - Form A* 25. Talking About Talking 7. Alternate Quiz 1 - Form B* 26. Quiz 4 8. Lyric Poetry in Ancient Chinese Culture 27. Alternate Quiz 4 - Form A* 9. Love and Disappointment: Analyzing Maureen Daly's 28. Alternate Quiz 4 - Form B* 29. Special Project* \"Sixteen\" 30. Review 10. Living the Cultural Revolution 31. Test 11. Project: Compare and Contrast: Analyzing Elements 32. Alternate Test - Form A* 33. Alternate Test - Form B* of Literature in \"Sixteen\" and \"Through the Tunnel\" 34. Glossary and Credits 12. Quiz 2 13. Alternate Quiz 2 - Form A* 14. Alternate Quiz 2 - Form B* 15. Using Clauses and Phrases for Interest 16. Discovering the Beauty of Shakespeare 17. Shakespeare's Use of Language 83 ©2015 Glynlyon, Inc.

2015ENGLISH II CCSS UNIT 2: THE STRUGGLE AGAINST INJUSTICE 29. Alternate Quiz 5 - Form B* 30. Fighting for Freedom Assignment Titles 31. Fighting Back 1. George Orwell, Author and Activist 32. Understanding Poetry: \"They Shot Wook Kim\" 2. The Characters in Animal Farm 33. Hannah Senesh: Symbol of Hope 3. Quiz 1 34. Night - A Memoir of Despair 4. Alternate Quiz 1 - Form A* 35. Project: Essay: Violence and Victimization - Why? 5. Alternate Quiz 1 - Form B* 36. Quiz 6 6. Animal Farm: Character Flaws 37. Alternate Quiz 6 - Form A* 7. Vocabulary in Animal Farm 38. Alternate Quiz 6 - Form B* 8. Quiz 2 39. A Man Who Changed Minds 9. Alternate Quiz 2 - Form A* 40. Bernadette Devlin: Born into Injustice 10. Alternate Quiz 2 - Form B* 41. Socrates - In Search of Truth 11. Themes in Animal Farm 42. Socrates-Diving Deeper into Language 12. Quiz 3 43. An Answer to Injustice: Life-Saving Tales 13. Alternate Quiz 3 - Form A* 44. Vocabulary and The Thousand and One Nights 14. Alternate Quiz 3 - Form B* 45. Quiz 7 15. The Conclusion of Animal Farm 46. Alternate Quiz 7 - Form A* 16. Vocab-a-thon Revival 47. Alternate Quiz 7 - Form B* 17. Animal Farm and the Russian Revolution 48. More Interesting and Effective Writing 18. Tone and Metaphor in Animal Farm 49. Project: How History Affects Literature 19. Project: Essay: The Characterization of Political 50. Narrative Writing Project: Injustice - In Your Own Words Beliefs 51. Quiz 8 20. Quiz 4 52. Alternate Quiz 8 - Form A* 21. Alternate Quiz 4 - Form A* 53. Alternate Quiz 8 - Form B* 22. Alternate Quiz 4 - Form B* 54. Special Project* 23. Literary Analysis of \"Once Upon a Time\" within the 55. Review 56. Test Cultural Context of South African History 57. Alternate Test - Form A* 24. Literary Analysis of \"The child is not dead\" within the 58. Alternate Test - Form B* 59. Glossary and Credits Cultural Context of South African History 25. Changes in Twentieth Century China - Mao, Alternate Exam - Form A* Communism, and the Cultural Revolution 26. Kuangchi C. Chang - A Poet in Exile 27. Quiz 5 28. Alternate Quiz 5 - Form A*ENGLISH II UNIT 3: SEMESTER REVIEW AND EXAM 3. CCSS Assignment Titles 1. Review 2. Exam 84 ©2015 Glynlyon, Inc.

2015ENGLISH II CCSS UNIT 4: PERSPECTIVES IN WORLD LITERATURE 28. Analyzing Nazim Hikmet and \"It's This Way\" 29. Understanding \"Counting Small-boned Bodies\" Assignment Titles 30. Project: Analysis and Comparison of Two Poems 1. The Setting of Nectar in a Sieve 31. Quiz 4 2. Gandhi Defends His Beliefs 32. Alternate Quiz 4 - Form A* 3. Analyzing Samuel Taylor Coleridge's sonnet “Work 33. Alternate Quiz 4 - Form B* 34. Project: Arguing For or Against Faulkner's Position without Hope” in His Nobel Prize Acceptance Speech 4. Point of View and Characterization of Nectar in a 35. Literary Devices in \"The Garden of Forking Paths\" 36. Project: Narrative Essay: \"The Garden of the Sieve Forking Paths\" 5. Identifying the Themes in Nectar in a Sieve 37. Analyzing Sorrentino 6. The Narrative Structure of Nectar in a Sieve 38. Quiz 5 7. Quiz 1 39. Alternate Quiz 5 - Form A* 8. Alternate Quiz 1 - Form A* 40. Alternate Quiz 5 - Form B* 9. Alternate Quiz 1 - Form B* 41. Clarifying the Meaning of Unknown Words 10. Understanding Literary Devices in Nectar in a Sieve 42. Project: Essay: Latin American Writers 11. A Look at Nectar in a Sieve from Different 43. Theme and Point of View in \"The Circuit\" 44. Understanding Theme and Author's Point of View in Perspectives \"The Passing\" 12. Symbolism and Imagery in Nectar in a Sieve 45. Project: Grammar That Grows 13. The Use of Tone in Nectar in a Sieve 46. Project: Perspectives 14. Figurative Language and Nectar in a Sieve 47. Quiz 6 15. Word Analysis 48. Alternate Quiz 6 - Form A* 16. Quiz 2 49. Alternate Quiz 6 - Form B* 17. Alternate Quiz 2 - Form A* 50. Special Project* 18. Alternate Quiz 2 - Form B* 51. Review 19. Project: Write an Argumentative Essay about the 52. Test 53. Alternate Test - Form A* Theme of Nectar in a Sieve 54. Alternate Test - Form B* 20. Exploring Kabir and \"Tell me, O Swan, your ancient 55. Glossary and Credits tale\" 21. Thinking about Object Poems and \"The Swan\" 22. Examining Rilke's \"Spanish Dancer\" 23. Quiz 3 24. Alternate Quiz 3 - Form A* 25. Alternate Quiz 3 - Form B* 26. Understanding Neruda 27. Examining \"Birthplace,\" by Tahereh Saffarzadeh 85 ©2015 Glynlyon, Inc.

2015ENGLISH II CCSS UNIT 5: TRADITION VS. CHANGE 30. Alternate Quiz 3 - Form B* 31. Apartheid: Analyzing Forced SeparationENGLISH II Assignment Titles 32. Invisible Boundaries CCSS 1. Tradition vs. Change 33. Opposing Forces 2. Project: Webquest with Presentation and Works 34. Making a DifferenceENGLISH II 35. Project: Reflection Essay: South Africa CCSS Cited 36. Quiz 4 3. Analysis of Things Fall Apart Chapters 1-3 37. Alternate Quiz 4 - Form A* 4. Things Fall Apart Chapters 4-6 38. Alternate Quiz 4 - Form B* 5. Things Fall Apart Chapters 7-8 39. The Life and Times of Miguel de Cervantes 6. Quiz 1 40. Stuck in the Past 7. Alternate Quiz 1 - Form A* 41. The Annual Ritual 8. Alternate Quiz 1 - Form B* 42. You Can't Choose Your Family 9. Things Fall Apart Chapters 9-11 43. It's How You Say It 10. Symbolism in Things Fall Apart 44. Project: Dramatic Recitation 11. Irony and Foreshadowing in Things Fall Apart 45. Project: Developing and Answering a Research 12. Analyzing Things Fall Apart Chapters 12-13 13. Things Fall Apart Chapters 14-16 Question 14. Analyzing Imagery in Things Fall Apart 46. Project: Gathering, Evaluating, and Citing 15. Quiz 2 16. Alternate Quiz 2 - Form A* Information 17. Alternate Quiz 2 - Form B* 47. Project: Writing, Revising, and Publishing a Final 18. Things Fall Apart Chapters 17-19 19. Themes in Things Fall Apart Product 20. Context and Change in Things Fall Apart 48. Quiz 5 21. Parallel Characters and Colonization 49. Alternate Quiz 5 - Form A* 22. The Individual Vs. Society 50. Alternate Quiz 5 - Form B* 23. Project: Essay: A Tragic Hero? 51. Special Project* 24. Language in Things Fall Apart 52. Review 25. The Centre Cannot Hold 53. Test 26. Defining and Decoding Words 54. Alternate Test - Form A* 27. Project: Essay: Developing Theme throughout a 55. Alternate Test - Form B* 56. Glossary and Credits Novel 28. Quiz 3 3. Alternate Exam - Form A* 29. Alternate Quiz 3 - Form A* 2. Alternate Exam - Form A* UNIT 6: SEMESTER REVIEW AND EXAM Assignment Titles 1. Review 2. Exam UNIT 7: FINAL EXAM Assignment Titles 1. Exam 86 ©2015 Glynlyon, Inc.

2015English IIICOURSE OVERVIEWEnglish III continues to build on the sequential development and integration of communication skills in four major areas:reading, writing, speaking, and listening. It most specifically focuses on deepening and furthering students'understanding in the following ways:  Reading reinforces reading comprehension skills by teaching students comprehension techniques for literary fiction, nonfiction, poetry, and drama; discusses common literary devices; shows students how to analyze, evaluate, and interpret a text; reinforces awareness of the elements and structure of narrative and expository prose; guides students through readings of Thornton Wilder’s Our Town and Hemingway’s The Old Man and the Sea as well as selections of and excerpts from well-known poetry and nonfiction pieces.  Writing develops students’ writing skills by teaching about clauses and phrases in sentence structures; reviews common sentence construction errors and methods for avoiding them; provides practice in standard and nonstandard English, as well as specialized language use; teaches Greek and Latin roots and prefixes to enhance vocabulary and spelling skills; expands students’ abilities to write cohesive and coherent expository prose; gives students the opportunity to develop their abilities in writing literary critiques, personal essays, poetry, and research papers.  Special Topics incorporates research skills, including Internet, library, and reference material use, throughout the curriculum.Curriculum ContentsReading Comprehension Skills  Context, Denotation, Connotation, and Symbolism  Reading Drama  Reading Poetry: Recognizing Scansion  Reading Skills: Analysis, Evaluation, and Interpretation  Strategies for Comprehension: Making Inferences and Identifying Main IdeasComposition  Sentence Construction Errors  Using English Variations  Writing a Brief Biography  Writing Expository Prose: Process  Writing from Personal Experience  Writing a Literary Critique  Writing a Poem  Writing about Poetry: Analysis, Evaluation, and Interpretation  Writing a Research Paper: ProcessGrammar and Usage  Clauses: Main/Subordinate Clauses, Elliptical Clauses, and Adjective/Adverb Clauses  Levels of Language Use: Standard/Nonstandard, Slang, Colloquialisms, Medical, Legal, Professional, and Literary  Phrases: Appositive, Gerund, Participle, and Infinitive Phrases  Pronouns: Indefinite, Personal, and Case, Including Nominative, Objective, and Possessive Pronouns  Verbs: Present and Past Participles 87 ©2015 Glynlyon, Inc.

2015Literature Studies  Drama o Elements: Structure, Theme, Setting, Style, Character, and Literary Device o Mode: Naturalism, Realism, Romanticism, and Symbolism o History of Drama: Greek/Roman Plays, Medieval Drama, Elizabethan Drama, and American Drama o Genre/Type: Medieval Drama, Elizabethan, and Modern (Subtypes)  Fiction o Elements: Structure, Theme, Mood, Irony, Purpose, and Literary Device o Mode: Naturalism, Realism, and Romanticism o Genre/Type: Novels (Subtypes) o History of Novels: American Novel  Nonfiction o Elements: Structure and Literary Device o History of Nonfiction: Classical to Modern o Genre/Type: Exposition, Journal, Biography, Autobiography, Essays, Speeches, Criticism, Satire, Editorials, and Letters  Poetry o Elements: Structure, Meter, Rhyme, and Symbolism o Literary Device: Sound Effects, Metrical Effects, and Figures of Speech o Genre/TypeSpecial Topics  English Variations: Regional Dialects  Research Skills: Internet, Library, and Reference MaterialsLiterature ListFollowing are literary works students will encounter in English III.Drama  Wilder, Thornton. o Our TownFiction  Hemingway, Ernest. o The Old Man and the SeaNonfiction  Addison, Joseph. o The Spectator (excerpt)  Byrd, William. o \"A Progress to the Mines\" (excerpt)  de Crevecoeur, Jean. o Letters from an American Farmer (excerpt)  Emerson, Ralph. o \"Commodity\" (excerpt)  Franklin, Benjamin. o \"The Ephemera\"  Henry, Patrick. o ”Give Me Liberty or Give Me Death\"  Irving, Washington. o 'A History of New York\" (excerpt)  Jacobs, Harriet A. o Incidents in the Life of a Slave Girl, Seven Years Concealed, Written by Herself (excerpt) 88 ©2015 Glynlyon, Inc.

2015  Jefferson, Thomas. o \"The Declaration of Independence\" (excerpt) o Letter to Thomas Paine  Poe, Edgar. o \"Poetic Principle\" (excerpt)  Smith, John. o A True Relation (excerpt)  Steele, Richard. o The Spectator (excerpt)Poetry  Browning, Elizabeth Barrett. o \"Sonnet 43\"  Dickinson, Emily. o \"The Snake\" o \"Success is counted sweetest\"  Frost, Robert. o \"Birches\"  Lowell, James Russell. o \"Ode Recited at the Harvard Commemoration\"  Poe, Edgar. o \"Annabel Lee\"  Shakespeare, William. o \"A Lover and a Lass\" o \"Sonnet 130\"  Whitman, Walt. o \"Young Grimes\"  Wilde, Oscar. o \"To My Wife—With a Copy of My Poems\"ENGLISH III UNIT 1: THE USES AND VARIETIES OF ENGLISH 14. Literary English 15. Poetry Assignment Titles 16. Quiz 2: Professional, Legal, and Literary English 1. Course Overview 17. Lexicography 2. Nonstandard English: Ungrammatical Speech 18. Project: Using a Dictionary 3. Nonstandard English: Dialects 19. Reading a Dictionary Entry 4. Nonstandard English: Slang and Jargon 20. Project: Etymology 5. Standard English 21. Quiz 3: Dictionary 6. Project: Using Standard English 22. Special Project* 7. Quiz 1: Nonstandard and Standard English 23. Test 8. Everyday English 24. Alternate Test* 9. Project: Using Colloquialisms 25. Glossary and Credits 10. Professional English 11. Project: Analyzing a Magazine Article 12. Legal and Business English 13. Project: Working with Legal English 89 ©2015 Glynlyon, Inc.

ENGLISH III UNIT 2: WRITING EFFECTIVE SENTENCES 2015ENGLISH III Assignment Titles 12. Project: Using Present and Past Participles 1. Clauses 13. Verbals: GerundsENGLISH III 2. Noun and Adjective Clauses 14. Verbals: Infinitives 3. Adverb Clauses 15. AppositivesENGLISH III 4. Project: Using Subordinate Clauses 16. Project: Writing with Verbals and Appositives 5. Project: Writing with Subordinate Clauses* 17. Quiz 3: Using Verbals and AppositivesENGLISH III 6. Quiz 1: Using Subordinate Clauses 18. Special Project* 7. Relative Pronouns 19. Test 8. Project: Using Relative Pronouns* 20. Alternate Test* 9. Subordinating Conjunctions 21. Glossary and Credits 10. Quiz 2: Using Subordinating Devices 11. Verbals: Participles 11. Quiz 2: Pronoun Reference and Agreement 12. Improving Sentence Structure, Part 1 UNIT 3: SENTENCE WORKSHOP 13. Improving Sentence Structure, Part 2 14. Improving Sentence Structure, Part 3 Assignment Titles 15. Improving Sentence Structure, Part 4 1. Personal Pronouns: Nominative Case 16. Quiz 3: Sentence Structure 2. Personal Pronouns: Objective Case 17. Special Project* 3. Personal Pronouns: Possessive Case 18. Test 4. Project: Using Personal Pronouns 19. Alternate Test* 5. Other Pronoun Classes 20. Glossary and Credits 6. Quiz 1: Pronoun Classes 7. Pronoun Reference, Part 1 11. Quiz 2: Finding Word Meanings and Pronunciation 8. Pronoun Reference, Part 2 12. Finding the Main Idea 9. Pronoun Agreement 13. Quiz 3: Finding the Main Idea 10. Project: Pronouns 14. Analyzing a Textbook 15. Essay: Outline and Essay UNIT 4: WHY STUDY READING? 16. Quiz 4: Analyzing a Textbook 17. Special Project* Assignment Titles 18. Test 1. Using Greek Prefixes 19. Alternate Test* 2. Latin Prefixes 20. Glossary and Credits 3. Greek Roots 4. Project: Greek Roots 12. Irony and Ambiguity 5. Latin Roots 13. Essay: Prose Paraphrase 6. Project: Latin Roots 14. Poetic Content 7. Quiz 1: Using Prefixes and Roots 15. Essay: Describing Poetry 8. Finding Word Meanings 16. Imagery and Connotation 9. Project: Using Context Clues 17. Essay: Writing a Poem 10. Marking Pronunciation 18. Quiz 2: Imagery and Connotation 19. Special Project* UNIT 5: POETRY 20. Test 21. Alternate Test* Assignment Titles 22. Glossary and Credits 1. Measurement in Poetry 2. Essay: Response to Annabel Lee 3. Alternate Exam - Form A* 3. Meter and Metrical Sets 4.. Alternate Exam - Form B* 4. Essay: Writing a Rhymed Verse 5. Project: The Meter of a Poem* 6. Musical Effects: Rhyme 7. Other Musical Effects 8. Form in Poetry 9. Essay: Narrative and Lyric Poetry 10. Project: Sonnet 11. Quiz 1: Measurement and Form UNIT 6: SEMESTER REVIEW AND EXAM Assignment Titles 1. Review 2. Exam 90 ©2015 Glynlyon, Inc.

2015ENGLISH III UNIT 7: NONFICTION 14. Essay: Personal Experience 15. Other Nonfiction Topics for Reading Assignment Titles 16. Nonfiction Composition 1. Elements of Nonfiction 17. Project: Outline 2. Project: Survey 18. Essay: Illustrative Composition 3. Exposition 19. Essay: Analytical Paper* 4. Description 20. Essay: Persuasive Paper* 5. Quiz 1: Elements and Forms of Nonfiction 21. Quiz 3: Reading and Writing Nonfiction 6. Essays and Speeches 22. Special Project* 7. Diaries, Journals, and Letters 23. Test 8. Project: Journal* 24. Alternate Test* 9. Biography and Autobiography 25. Glossary and Credits 10. Magazine and Newspaper Articles 11. Project: Analyzing an Editorial OUR TOWN: Act II 12. Quiz 2: Types of Nonfiction Essay: My Town 13. Nonfiction Topics for Reading OUR TOWN: Act III Quiz 3: Wilder's OUR TOWNENGLISH III UNIT 8: AMERICAN DRAMA 9. Special Project* 10. Test Assignment Titles 11. Alternate Test* 1. The Development of Drama 12. Glossary and Credits 2. Drama in America 13. 3. Quiz 1: The Development of Drama 14. Defining the Critical Essay 4. The Art of Drama 15. Project: Interpretations 5. The Structure and Reading of a Play 16. Writing the Critical Essay 6. Quiz 2: The Art of Drama Project: Interpretive Essay 7. Wilder's OUR TOWN Project: Universal Theme 8. OUR TOWN: Act I Quiz 3: The Critical Essay Special Project*ENGLISH III UNIT 9: STUDIES IN THE AMERICAN NOVEL 12. Test 13. Alternate Test* Assignment Titles 14. Glossary and Credits 1. The American Novel 15. 2. Nineteenth Century Novel, Part 1 16. Beginning the Composition 3. Nineteenth Century Novel, Part 2 17. Project: Revised Thesis Statement 4. Twentieth Century Novel 18. Outlining the Paper 5. Report: Twentieth Century Novelist* 19. Project: Outline 6. Quiz 1: The American Novel 20. Writing the Research Paper (1) 7. The Old Man and the Sea 21. Project: Transitions* 8. Figurative Language in the Novel Writing the Research Paper (2) 9. Symbol and Metaphor in the Novel Essay: Research Paper 10. Essay: Similarities Among Symbols* Quiz 3: Writing the Research Paper 11. Quiz 2: The Old Man and the Sea Special Project* TestENGLISH III UNIT 10: RESEARCH 14. Alternate Test* 15. Glossary and Credits Assignment Titles 16. 1. The Investigative Process 17. 2. Project: Choosing the Subject 18. 3. The Library and the Internet 19. 4. Project: Library Tour 20. 5. Quiz 1: Researching and the Library 21. 6. Documentation 22. 7. Citation Formats 23. 8. Project: Source Cards 24. 9. Taking Notes 25. 10. Project: Taking Notes 26. 11. Formulating a Thesis Statement 12. Project: Thesis Statement 13. Quiz 2: Gathering Information and Thesis Formation 91 ©2015 Glynlyon, Inc.

2015 UNIT 11: REVIEWING COMMUNICATION SKILLS AND LITERATUREENGLISH III Assignment Titles 15. Quiz 3: Writing Expository Prose 1. Analyzing Written Words 16. Drama 2. Project: Prefixes and Roots 17. Poetry (1) 3. Dictionary Skills 18. Poetry (2) 4. Quiz 1: Analyzing Written Words 19. The Novel (1) 5. Writing Effective Sentences (1) 20. The Novel (2) 6. Writing Effective Sentences (2) 21. Essay: The Old Man and the Sea* 7. Project: Using Phrases in Sentences 22. Nonfiction 8. Sentence Problems 23. Quiz 4: Genres of American Literature 9. Quiz 2: Writing Effective Sentences 24. Special Project* 10. Writing Expository Prose 25. Test 11. Project: Preparing Expository Essays 26. Alternate Test* 12. Essay: Expository Essay 27. Glossary and Credits 13. Research Papers 14. Critical AnalysisENGLISH III ENGLISH III UNIT 12: SEMESTER REVIEW AND EXAM 3. Alternate Exam - Form A* 4. Alternate Exam - Form B* Assignment Titles 1. Review 2. Exam UNIT 13: FINAL EXAM 3. Alternate Exam - Form B* Assignment Titles 1. Exam 2. Alternate Exam - Form A* 92 ©2015 Glynlyon, Inc.

2015English III CCSSCOURSE OVERVIEWEnglish III is a survey of American Literature and literary culture from its inception through the twentieth century.Students will explore the major literary forms, themes, authors, and periods of American Literature. They willunderstand how this literature represents the experiences of people native to America, those who immigrated toAmerica, and those who were brought to America against their will. Emphasis is placed on a rhetorical analysis of theliterature to determine how authors achieve a particular purpose or effect. Through focused readings, composition,speaking and listening activities, vocabulary study and research, students will continue to build the literacy skills theyneed to meet the challenges of high school and beyond.Curriculum decisions for this course are guided by the Common Core State Standards. These standards were developedto provide clear and consistent goals for student learning and to ensure that students have the skills they need to besuccessful beyond high school. These standards define what students need to know and be able to do by the end of eachgrade. In additional to defining grade-level skills, the ELA standards require that students be exposed to increasinglymore complex texts to which they apply those skills. In order for curriculum to align to these standards, it must be bothrigorous and relevant. It must also expose students to certain critical content. In English language arts, that contentincludes classic myths and stories from around the world, America’s Founding Documents, Foundational Americanliterature, and Shakespeare. English III students will continue their climb up this staircase of skills through their study ofthe following units:  Unit 1: Intersection in a New World: The focus of this unit will be on the earliest American literature. Students will read first-hand accounts of the dreams and the challenges the first settlers in the New World faced. They will read fiery Puritan sermons and the cultured poetry of a young slave. The reading will highlight the intersection, and resulting conflicts, of Native American, European, and African American cultures as well as establish some of the themes that will appear in the literature of America for centuries to come.  Unit 2: Becoming a Nation: The focus of this unit will be on the historic and literary significance of documents relating to the establishment of the new government in America as well as on some of the poetry and prose of the period. Students will compare and contrast points of view presented on related issues. They will also compare and contrast the tone used in foundational documents like the Declaration of Independence and the Constitution. They will use what they learn about the qualities of an effective argument to create one of their own.  Unit 3: American Romanticism: This unit will focus on the romantic literature that dominated America during the first part of the nineteenth century. Students will explore how the romantics revolted against the \"cog in the wheel\" philosophy of the eighteenth century and instead celebrated intuition, spontaneity, subjectivity, nature and, above all, individuality. They will compare the different aspects of American romanticism by examining the Gothic tales of writers like Poe and Hawthorne as well as the transcendental explorations of writers like Emerson and Thoreau. The slave narrative, a sub-genre of romanticism, will provide students with a glimpse into the protest and struggle for identity these Americans faced.  Unit 5: Regional Voices: In this unit, students will continue to explore the theme of individualism, expanding their idea of what that looked for all Americans in the nineteenth century. They will look at the issues of racism, slavery, inequality and displacement through the words of those who experienced these issues first hand and those who worked to make America a more tolerant nation. They will also explore the theme of regionalism and examine how fictional characters in the works of writers like Twain and Jewett express the challenges facing America in this period.  Unit 6: American Modernism: This unit explores American literature from the beginning of the 20th century through the Great Depression. Students will be introduced to the characteristics that define literature as modern and analyze those characteristics in poetry, fiction and drama. Because the movement is complex, the unit is subdivided into categories allowing for a more focused analysis of the different aspects of modernism and its writers.  Unit 7: Post WW II: This unit focuses on the literature that followed the Second World War and takes students up to what is known as the postmodern period in literature. Like the previous unit, this final unit is divided into sub-categories. Students will read representative works from the abundance of southern literature. The unit also includes a number of selections from the 1960s that mirror this turbulent decade's struggle with issues similar to ones we face today. 93 ©2015 Glynlyon, Inc.

2015Curriculum Content and Skill FocusUnit 1: Intersection in a New World  Sharpen reading skills: summary, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in early American works of historical and/or literary significance and in later works about this time period, including where the text leaves matters uncertain.  Analyze a text from multiple perspectives (historical, literary, psychological, religious).  Analyze and evaluate different presentations and interpretations of the same text.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose.  Analyze language: figurative language, imagery, tone, persuasiveness, connotation, nuance, power, beauty.  Analyze informational texts: central ideas, interaction of ideas, summarizing, point of view, purpose.  Analyze arguments: rhetoric, claim development, structure, purpose.  Sharpen writing skills: o explanatory: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; using appropriate and varied transitions between ideas; using precise, domain-specific language; and o argumentative: making and supporting a claim; using valid reasoning; sequencing ideas; adapting to purpose, audience, and task; using precise, domain-specific language; using the writing process.  Conduct research: web searches, challenging usage and vocabulary.  Participate in speaking and listening activities: analysis of oral and written speeches, collaboration with peers.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 2: Becoming a Nation  Sharpen reading skills: summary, annotation, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in early American works of historical and/or literary significance, seminal texts, and works of public advocacy.  Analyze a text from multiple perspectives: historical, literary, psychological, religious.  Analyze literary elements: narrative/poetic/dramatic structure, point of view, style, theme, purpose.  Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, power, beauty.  Analyze informational texts: central ideas, interaction of ideas, structure, point of view.  Analyze arguments: rhetoric, premises, claim development, structure, purpose.  Evaluate the reason and rhetoric used in seminal texts and works of public advocacy.  Sharpen writing skills: o explanatory: responding to literature; comparing/contrasting; synthesizing information; developing a thesis and evaluating evidence to support it; using appropriate and varied transitions between ideas; establishing and maintaining a formal tone; using precise, domain-specific language; using technology; peer evaluating; and o argumentative: making and supporting a claim; using valid reasoning; using rhetorical devices to persuade; adapting a rhetorical structure; sequencing ideas; creating cohesiveness; adapting to purpose, audience and task; using precise, domain-specific language; using the writing process.  Conduct research: the challenge of usage and vocabulary; evaluation of the strengths and limitations of sources in terms of task, purpose, and audience; distinguishment between quoted material and paraphrased ideas; preparation of papers using correct MLA guidelines for formatting, citing sources within a text, and creating a works cited page.  Participate in speaking and listening activities: analysis of oral and written speeches, evaluation of a speaker's use of diction and tone, collaboration with peers, presentation.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 3: American Romanticism  Sharpen reading skills: summary, annotation, analysis, evaluation, and interpretation.  Identify explicit and implicit meaning in American literature from a specific period in history.  Analyze a text from multiple perspectives: historical, literary, psychological, religious. 94 ©2015 Glynlyon, Inc.

2015  Analyze literary elements/devices: narrative/poetic structure, point of view, character, style, theme, purpose, irony, allegory, symbolism, suspense.  Analyze language: figurative and technical language, imagery, tone, persuasiveness, connotation, nuance, power, beauty.  Analyze informational texts: central ideas, interaction of ideas, structure, point of view, use of rhetoric.  Sharpen writing skills: o explanatory: responding to literature; comparing/contrasting; synthesizing information; developing and supporting a thesis; organizing complex ideas; using appropriate and varied transitions between ideas; using precise, domain-specific language; and o argumentative: making and supporting a claim; using valid reasoning; using rhetorical devices to persuade; adapting a rhetorical structure; sequencing ideas; creating cohesiveness; adapting to purpose, audience, and task; using precise, domain-specific language; using the writing process.  Conduct research: web search, vocabulary usage/etymology.  Participate in speaking and listening activities: analysis of oral and written speeches, evaluation of a speaker's use of diction and tone, collaboration with peers, presentation.  Strengthen language skills: conventions, knowledge, vocabulary acquisition and use.Unit 5: Regional Voices  Sharpening reading skills: summary, annotation, analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in American literature from a specific period in history, including foundational documents  Analyzing a text from multiple perspectives (historical, literary, psychological, religious)  Analyzing literary elements/devices: narrative/poetic structure, point of view (esp. how it shapes content and style), character, style, theme, irony, satire, understatement  Analyzing language: figurative language (esp. hyperbole and paradox), technical language, imagery, tone, diction, humor, persuasiveness, connotation, nuance, power, beauty  Analyzing informational texts: central ideas, interaction of ideas, structure, point of view  Evaluating the reasoning and rhetoric used in seminal texts and works of public advocacy  Sharpening writing skills o explanatory: responding to literature, synthesizing information, developing an original thesis, supporting a thesis, organizing complex ideas, using appropriate and varied transitions between ideas, using precise, domain-specific language, using the writing process o argumentative: making a claim, supporting a claim, using valid reasoning , sequencing ideas, creating cohesiveness, adapting to purpose, audience and task, using precise, domain-specific language, using the writing process  Participating in speaking and listening activities: listening to and analyzing speeches, evaluate a speaker's use of diction and tone, collaborating with peers, presenting  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 6: American Modernism  Sharpening reading skills: summary, annotation, analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in American literature from a specific period in history  Analyzing a text from multiple perspectives (historical, literary, psychological, religious)  Analyzing literary elements/devices: narrative/poetic/dramatic structure, point of view, character, style, theme, purpose, symbolism, satire, sarcasm, irony, understatement  Analyzing language: figurative language, imagery, tone, diction, dialect, connotation, nuance, power, beauty  Analyzing informational texts: central ideas, interaction of ideas, structure, point of view, use of rhetoric  Sharpening writing skills – o explanatory: responding to literature, , synthesizing information, developing an original thesis, supporting a thesis, organizing complex ideas, using appropriate and varied transitions between ideas, using precise, domain-specific language, using the writing process – focus on revision o narrative: using telling details, sequencing events, using the writing process – focus on revision  Conducting research: web search, vocabulary usage/etymology, evaluation credibility of sources, synthesizing information from multiple sources, using correct MLA guidelines for formatting, citing sources within a text, 95 ©2015 Glynlyon, Inc.

2015 and creating a works cited page, using digital media elements, such as graphics, illustrations, sound, and interactive elements, to enhance presentations  Participating in speaking and listening activities: listening to and analyzing speeches, evaluating a speaker's use of diction and tone, collaborating with peers, preparing and presenting speeches  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useUnit 7: Post WW II  Sharpening reading skills: summary, annotation, analysis, evaluation, and interpretation  Identifying explicit and implicit meaning in American literature from a specific period in history, including works of public advocacy  Analyzing a text from multiple perspectives (historical, literary, psychological, religious)  Analyzing literary elements/devices: narrative/poetic structure, point of view, style, theme, purpose, sarcasm, irony, humor  Analyzing language: figurative language (esp. hyperbole and paradox), technical language, imagery, tone, diction, connotation, nuance, power, beauty  Analyzing informational texts: central ideas, interaction of ideas, structure, point of view, use of rhetoric  Sharpening writing skills – o explanatory: responding to literature, , synthesizing information, developing an original thesis, supporting a thesis, organizing complex ideas, using appropriate and varied transitions between ideas, using precise, domain-specific language, using the writing process – focus on revision, varying sentence structure and syntax to convey a certain style or tone and to enhance reader understanding, using appropriate references for guidance in constructing artful sentences  Conducting research: web search, vocabulary usage/etymology, generating a research question, conducting research to answer a self-generated question, drawing relevant evidence from text to answer research questions, Synthesize information from multiple sources, gathering information representing a variety of perspectives, e valuating the strengths and limitations of sources in terms of task, purpose and audience, integrating information selectively and appropriately, preparing papers using correct MLA guidelines for formatting, citing sources within a text, creating a works cited page  Participating in speaking and listening activities: listening to and analyzing speeches, evaluating a speaker's use of diction and tone  Strengthening language skills: conventions, knowledge, vocabulary acquisition and useLiterature ListThe following are literary works students will encounter in English III CCSS:Unit 1: Intersection in the New World  Bradford, William o Of Plymouth Plantation  Williams, Roger o A Key into the Language of America  Bradstreet, Anne o “To My Dear Loving Husband” o “A Letter to Her Husband, Absent upon Public Employment” o “Upon the Burning of Our House” o “The Prologue”  Berryman, John o “Homage to Mistress Bradstreet”  Rowlandson, Mary o A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson  Franklin, Benjamin o “Remarks Concerning the Savages of North America”  Miller, Arthur o The Crucible  Sewall, Samuel o The Selling of Joseph: A Memorial 96 ©2015 Glynlyon, Inc.