english 4 - somerville public schools
TRANSCRIPT
Office of Curriculum and Instruction
English 4
Grade 12 Prerequisite: English 1,2, and 3
ABSTRACT The English 4 course is designed for seniors who have successfully completed three years of English. The course of study focuses on Greek drama, the
Anglo-Saxon, Medieval, and Renaissance literary periods, and British literature of the 17th through early 20th centuries. Each module is based on
essential questions that serve as a common thread to the course. Students will continue analysis of literature from various angles, to view literature in
historical context, and to establish connections between literature and the arts. Benchmark assessments are employed to track individual student
progress.
Adopted by the Somerville Board of Education on July 25, 2017
Timeframe Module A Module B Module C Module D
2016 NJSLS RL.11-12.1, RL.11-12.2, RL.11-
12.5, RI.11-12.1, RI.11-12.4, W.11-
12.1, W.11-12.3, SL.11-12.1,
SL.11-12.3, SL.11-12.6, L.11-12.3,
L.11-12.6
RL.11-12.5, RI.11-12.2, W.11-
12.1, SL.11-12.4, L.11-12.3
RL.11-12.4, RL.11-12.1, RI.11-
12, RI.11-12.2, W.11-12.2,
SL.11-12.4, L.11-12.4
RL.11-12.1, RL.11-12.7, RI.11-
12.3, RI.11-12.4, RI.11-12.6, W.11-
12.4, W.11-12.5, SL.11-12.2, L.11-
12.1(a,b)
Essential
Question:
How were the lives of characters in
Greek tragedies ruled by fate and
free will?
How were the values of Anglo-
Saxon and Medieval cultures
reflected in the literature? How
did medieval man distinguish
between the earthly and the
divine?
How were the ideas of love and
honor evident in Renaissance
literature? How does
Renaissance literature break with
and build on the literature of the
Middle Ages?
How do ideas expressed by
Metaphysical and Cavalier poets
compare to other time periods?
How did seventeenth-century
writers regard the relationship
between reason and emotion?
Content: ANCIENT GREECE/GREEK
THEATER
MEDIEVAL/ANGLO-
SAXON/MIDDLE AGES
REFORMATION &
RENAISSANCE (15th & 16th
CENTURY)
17th CENTURY LITERATURE
Skills and Topics:
● Cite explicit evidence to
support analysis of the text and
draw inferences from the text
● Determine a theme or central
idea of a text and analyze its
development over the course of
the text
● Define tragic flaw, philia,
external conflict, internal
conflict
● Identify the major elements of
Greek drama
● Analyze how medieval
literature exhibits many
tendencies rather than a
single set of characteristics.
● Note the literary elements
(e.g., allegory, farce, satire,
and foil) in medieval literary
works and identify
characteristics of medieval
literary forms.
● Explain how literary
elements contribute to
meaning and author
intention.
● Note glimpses of the
Renaissance in certain works
of medieval literature and art.
● Explain how medieval
literary and artistic forms
reflect the writers’ and
artists’ philosophical views.
● Read novels, literary
nonfiction, stories, plays,
and poetry from the
Renaissance era, observing
the continuity from the
Middle Ages as well as the
departures.
● Identify and investigate
allusions to classical
literature in Renaissance
texts.
● Explain how a concept such
as symmetry or divine
proportion is expressed both
in literature and in art.
● Analyze Renaissance
conceptions of beauty and
their literary manifestations.
● Describe how Renaissance
writers took interest in
human life and the
● Read literary and philosophical
works from the seventeenth
century, with particular
attention to questions of reason
and emotion.
● Explain the idea of reading
literature as a quest—for truth,
for beauty, and for
understanding.
● Analyze two philosophical
works of the seventeenth
century for their treatment of an
idea related to human reason.
● Write literary and philosophical
analyses with a focus on clarity
and precision of expression.
● Conduct research, online and in
libraries, on a particular
seventeenth-century author,
work, or idea.
● Examine the literary, social,
and religious satire in
Chaucer’s The Canterbury
Tales.
● Explain the role of the
framed narrative in
Chaucer’s The Canterbury
Tales, Dante’s Inferno, and
other works.
● Compare works of medieval
literature and art, particularly
their depiction of character
and their focus on the
otherworldly.
individual person.
● Analyze the playful,
satirical, irreverent aspects
of Renaissance literature—
in particular, the writing of
Rabelais, Boccaccio, and
Shakespeare.
● Explain how literary forms
and devices reflect the
author’s philosophical,
aesthetic, or religious views.
● Write an essay in which
they (a) compare a literary
work with a work of art; (b)
compare a Renaissance
work with a medieval work;
or (c) relate a literary work
to a philosophical work.
● Analyze the relationship
between reason and emotion as
illustrated in literature of the
seventeenth century.
● Explain the use of satire as a
technique to reveal authorial
intent.
Timeframe Module A Module B Module C Module D
Integration of
Technology:
Content-related websites, Internet, Web Quests, wireless laptop computers, SMART Boards, Google apps, Prezi, video streaming, Nearpods,
Storybird, Actively Learn
Writing: College essay, timed writing prompts utilizing the AP score guide, written quote analysis, reflective electronic journal entries, creative writing
assignments using digital resources (narratives, sonnets, newsletters, proposals, song lyrics, media review, etc.).
Formative
Assessments:**
Warm-up activities, class discussions, assigned homework, student participation, independent and group work/projects,
quizzes, Socratic Seminar, reading activities via Actively Learn and Newsela
Summative
Assessments:
Chapter quizzes, unit tests, presentations, benchmark assessments, essays, narratives writing projects, technology based assignments (create
blogs, websites, multimedia presentations).
Performance
Assessments:
Select a one-minute passage and record your recitation using a video camera so you can evaluate your performance for accuracy, oral presentation
on researched topic; debates, dramatization, inquiry based research projects, technology based assignments (create blogs, websites, multimedia
presentations).
Interdisciplinary
Connections:
Social Studies: 6.2.8.A.3.b,
6.2.8.A.3.d, 6.2.8.D.3.c,
6.2.8.D.3.e
Technology: 8.1.12.A.2,
8.1.12.A.3, 8.1.12.B.2;
8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century Life/Careers:
CRP1-2, CRP4, CRP5,
CRP6, CRP7, CRP8, CRP9,
CRP11, CRP12
Social Studies: 6.2.8.A.4.a,
6.2.8.A.4.c, 6.2.8.A.4.d
Technology: 8.1.12.A.2,
8.1.12.A.3, 8.1.12.B.2;
8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century Life/Careers:
CRP1-2, CRP4, CRP5, CRP6,
CRP7, CRP8, CRP9, CRP11,
CRP12
Social Studies:
6.2.12.D.2a,
6.2.12.D.2.d,
6.2.12.D.2.e
Technology: 8.1.12.A.2,
8.1.12.A.3, 8.1.12.B.2;
8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century
Life/Careers:
CRP1-2, CRP4, CRP5,
CRP6, CRP7, CRP8,
CRP9, CRP11, CRP12
Social Studies:
6.2.12.A.2.a, 6.2.12.A.2.b
Technology: 8.1.12.A.2,
8.1.12.A.3, 8.1.12.B.2;
8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century Life/Careers:
CRP1-2, CRP4, CRP5, CRP6,
CRP7, CRP8, CRP9, CRP11,
CRP12
Timeframe Module A
Module B Module C Module D
21st
Century Themes: X Global Awareness X Civic Literacy X Financial, Economic, Business, and Entrepreneurial Literacy
Health Literacy
21st
Century Skills: X Creativity and Innovation X Media Literacy X Critical Thinking and Problem Solving X Life and Career Skills
X Information and Communication Technologies Literacy X Communication and Collaboration X Information Literacy
Accommodations/
Modifications: Struggling Students: American Reading Company leveled texts, audio books, text-to-speech platforms (Actively Learn, Bookshare), graphic
novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key concepts, recognize
success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class notes, graphic organizer, read
directions aloud.
Gifted Students: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or product,
according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.
Resources Suggested Texts
Drama:
● Oedipus Trilogy (Oedipus
Rex, Oedipus at Colonus,
Antigone) (Sophocles)
Nonfiction
● The Greek Way (Edith
Hamilton)
● Poetics (Aristotle)
● The Interpretation of Dreams
(Sigmund Freud) (excerpts)
Suggested Texts
Drama:
● Everyman (Unknown)
Poetry:
● Beowulf (Anonymous)
● Sir Gawain and the
Green Knight (Burton
Raffel)
● The Canterbury Tales
(Geoffrey Chaucer)
(excerpts)
● Inferno (Dante Alighieri)
(excerpts)
● Sir Gawain and the Green
Knight (Burton Raffel)
(excerpts)
● “Dance of Death”
Suggested Texts
● Selections from
Adventure in English
Literature (Hold,
Rinehard, Winston)
Novels
● The Decameron
(Giovanni Boccaccio)
(continued from Module
B)
Poetry
● Dark Night of the Soul
(Saint John of the Cross)
(excerpts)
● Various Sonnets (William
Shakespeare)
Suggested Texts
● Selections from Adventure in English
Literature (Hold, Rinehard, Winston)
Drama
● The Alchemist (Ben Jonson) (excerpts)
Novels
● Don Quixote (Miguel Cervantes)
(excerpts)
● Pilgrim’s Progress (John Bunyan)
(excerpts)
Poetry
● Paradise Lost (John Milton) (excerpts)
● Holy Sonnets (John Donne)
● “Song: Goe, and catche a falling starre”
(“Danza de la Muerte”)
(Anonymous)
● “I see scarlet, green, blue,
white, yellow” (Arnaut
Daniel)
● “Lord Randall”
(Anonymous)
● The bitter air” (Arnaut
Daniel)
● “The Ruin” in The Exeter
Book (Anonymous)
● “The Wanderer” in The
Exeter Book
(Anonymous)
● “When the leaf sings”
(Arnaut Daniel)
● Le Morte d’Arthur (Sir
Thomas Mallory)
●
Short Stories
● The Decameron
(Giovanni Boccaccio)
(excerpts)
● Le Morte d’Arthur (Sir
Thomas Mallory)
● Selections from
Adventure in English
Literature (Hold,
Rinehard, Winston)
Nonfiction
● Confessions (esp. Book
XI) (Saint Augustine)
(excerpts)
● Medieval Images, Icons,
and Illustrated English
Literary Texts: From
Ruthwell Cross to the
Ellesmere Chaucer
(Maidie Hilmo) (excerpts)
● St. Thomas Aquinas (G.
● The Faerie Queene
(Edmund Spenser)
(excerpts)
● “The Nightingale of
Wittenberg” (Hans Sachs)
● “The Nymph’s Reply to
the Shepherd” (Sir Walter
Raleigh)
● “The Passionate Shepherd
to His Love” (Christopher
Marlowe)
Drama
● Hamlet (William
Shakespeare) (excerpts)
● Othello (William
Shakespeare) (excerpts)
● Henry IV, Part One
(William Shakespeare)
(excerpts)
Informational Texts
Nonfiction
● “Of Cannibals” (Michel
de Montaigne)
● The Prince (Niccolo
Machiavelli) (excerpts)
Art, Media, and Music
Film
● Hamlet (1996), dir.
Kenneth Branagh, starring
Kenneth Branagh
● Hamlet (1990), dir.
Franco Zeffirelli, starring
Mel Gibson
● Hamlet (2000), dir.
Michael Almereyda,
starting Ethan Hawke
● Hamlet (1948), dir.
Laurence Olivier, starring
Laurence Olivier
(John Donne)
● “The Flea” (John Donne)
● “Love III” (George Herbert)
● “Virtue” (George Herbert)
● “Easter Wings” (George Herbert)
● “To Daffodils” (Robert Herrick)
● “To the Virgins, to Make Much of
Time” (Robert Herrick)
● “To His Coy Mistress” (Andrew
Marvell)
● “On My First Son” (Ben Jonson)
● “Song: To Celia” (Ben Jonson)
● “To the Memory of my Beloved Master,
William Shakespeare” (Ben Jonson)
Informational Text Suggestions Nonfiction
● Leviathan (Thomas Hobbes) (excerpts)
● Novum Organum (Francis Bacon)
(excerpts)
Essays
● An Essay Concerning Human
Understanding (John Locke)
Art, Music, Media
Art
● Johannes Vermeer, Girl with a Pearl
Earring (1665)
● Nicolas Poussin, Et in Arcadia Ego (ca.
1630s)
● Rembrandt van Rijn, The Nightwatch
(1642)
● Peter Paul Rubens, The Debarkation at
Marseilles (1622- 1625)
Film
● Arthur Hiller, dir., Man of La Mancha
(1972)
● Man of La Mancha (the musical), Dale
Wasserman (1966)
K. Chesterton) (excerpts)
● The History of the
Medieval World: From
the Conversion of
Constantine to the First
Crusade (Susan Wise
Bauer) (excerpts)
● The One and the Many in
the Canterbury Tales
(Traugott Lawler)
(excerpts)
Art
● Cimabue, Maestà (1280)
Duccio, Maestà (1308-
1311)
● Giotto, Arena (Scrovegni)
Chapel frescos, Padua
(after 1305): Joachim
Among the Shepards,
Meeting at the Golden
Gate, Raising of Lazarus,
Jonah Swallowed Up by
the Whale
● Lorenzo Ghiberti, Gates
of Paradise (1425-1452)
● Masaccio, The Tribute
Money at the Brancacci
Chapel, Florence (ca.
1420)
● Othello (1965), dir. Stuart
Burge, starring Laurene
Olivier
● Othello (1995), dir. Oliver
Parker, starring Laurence
Fishburne, Kenneth
Branagh
● The Complete Works of
William Shakespeare
(Abridged) (2000), dir.
Paul Kafno
Art
● Sandro Botticelli,
Primavera (1482)
● Giovanni Lorenzo
Bernini, Ecstasy of Saint
Teresa (1647-1652)
● Leonardo da Vinci, Mona
Lisa (1503-1506)
● Leonardo da Vinci, The
Virgin and Child with St.
Anne (1508)
● Leonardo da Vinci,
Vitruvian Man (1487)
● Michelangelo di Lodovico
Buonarroti Simoni, David
(1505)
● Michelangelo di Lodovico
Buonarroti Simoni,
Ceiling of the Sistine
Chapel (1508-1512)
● Michelangelo di Lodovico
Buonarroti Simoni, The
Last Judgment, Sistine
Chapel Altar Wall (1536-
1541)
● Michelangelo Merisi da
Caravaggio, The
Entombment of Christ
(1602-1603)
● Raffaello Sanzio da
Urbino, The Niccolini-
Cowper Madonna (1508)
● Jacopo da Pontormo,
Desposition from the
Cross (Entombment)
(1525-1528)
Careers: Applicable career options are discussed as they arise throughout the English Language Arts program. Career options include, but are not limited to, the
following career clusters: Arts, A/V Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster;
Education and Training Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Hospitality and
Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career
Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation,
Distribution, and Logistics Career Cluster.
Timeframe Module E Module F Module G
2016 NJSLS RL.11-12.2, RL.11-12.3, RI.11-12.5, W.11-
12.3, W.11-12.7, W.11-12.8, L.11-12.2(a, b)
RL.11-12.3, RL.11-12.4, RI.11-12.2, W.11-
12.5, W.11-12.7, W.11-12.8, SL.11-12.4, L.11-
12.5
RL.11-12.3, RL.11-12.6, RL.11-12.10, RI.11-12.5,
W.11-12.7, W.11-12.8, SL.11-12.1, L.11-12.6
Essential Question: How did the Restoration play a part in
literature? What role does nature play in
eighteenth- and early nineteenth-century
literature?
How do the writers of the 19th century make
their characters memorable? How do romantic
and Victorian literature embody the tension
between art for art’s sake and art as a response
to social and cultural conflict?
How did modern themes become entrenched in the
literature of the period? Why might the twentieth
century be regarded as the Age of Anxiety?
Content: 18th CENTURY/EARLY 19th CENTURY
LITERATURE
19th CENTURY LITERATURE
20th CENTURY LITERATURE
Skills and Topics:
● Read fiction, drama, poetry, biography,
and autobiography from the eighteenth and
early nineteenth centuries.
● Consider the relationship between art and
nature in these works.
● Observe narrative digressions,
idiosyncrasies, exaggerations, and biases.
● Consider the dual role of the narrator as a
character and as a storyteller.
● Consider the role of the supernatural in the
literary works read in this unit.
● Write a story in which they practice some
of the narrative devices they have
observed in this unit.
● Explore and analyze some of the
philosophical ideas in the literary texts—
questions of free will, fate, human conflict,
and loss.
● Consider the difference between natural
and forced language, as explained by
Wordsworth.
● Consider both the common tendencies of
works of this period and the
contradictions, exceptions, and outliers.
● Explain the tension between art for art’s
sake and art as a response to social and
cultural conflict, as expressed in the works
of this unit.
● Closely analyze a key passage from a
novel and comment on how it illuminates
the work as whole.
● Contrast two works by a single author.
● Observe common tendencies,
contradictions, outliers, and subtleties of
the romantic and Victorian periods in
literature.
● Contrast the moral conflicts of characters
in two works of this unit.
● Consider how the poetry of this period
reflects both on the human psyche and on
the state of civilization.
● Analyze how the forms of the poems in
this unit contribute to their meanings.
● Explain how the works of this period
show signs of early modernism.
● Identify elements of romanticism and
gothic romanticism in works of literature
● Read works of the twentieth century, focusing
on the earlier decades.
● Consider aspects of modernism (such as
anxiety) in their historical context.
● Explain both the breakdown and affirmation
of form and meaning in modernist literature.
● Analyze dystopian literature, considering the
problems inherent in fashioning a perfect
person or society.
● Explain how poems in this unit reflect on
poetry itself and its possibilities.
● Examine the implications of modern versions
of classical works.
● Identify and explain the musical allusions and
their meanings in twentieth-century poetical
works in seminars.
● Pursue focused questions in depth over the
course of one or two class sessions.
● Explain absurdist and existential philosophy
as it applies to literature and theatre
Timeframe Module E Module F Module G
Integration of
Technology:
Content-related websites, Internet, Web Quests, wireless laptop computers, SMART Boards, Google apps, Prezi, video streaming, Nearpods,
Storybird, Actively Learn, Pixtons
Writing: Timed writing prompts utilizing the AP score guide, written quote analysis, reflective electronic journal entries, creative writing assignments using
digital resources (narratives, newsletters, proposals, song lyrics, media review, etc.).
Formative
Assessments:**
Warm-up activities, class discussions, assigned homework, student participation, independent and group work/projects, quizzes, Socratic Seminar, reading activities via Actively Learn and Newsela
Summative
Assessments:
Chapter quizzes, unit tests, presentations, benchmark assessments, essays, narratives writing projects, technology based assignments (create blogs,
websites, multimedia presentations).
Performance
Assessments:
Select a one-minute passage and record your recitation using a video camera so you can evaluate your performance for accuracy, oral presentation
on researched topic; debates, dramatization, inquiry based research projects, technology based assignments (create blogs, websites, multimedia
presentations).
Interdisciplinary
Connections:
Social Studies: 6.2.12.A.3d, 6.2.12.D.3.d
Technology: 8.1.12.A.2, 8.1.12.A.3,
8.1.12.B.2; 8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century Life/Careers:
CRP1-2, CRP4, CRP5, CRP6, CRP7,
CRP8, CRP9, CRP11, CRP12
Social Studies: 6.2.12.A.3d,
6.2.12.C.3.d 6.2.12.D.3.d
Technology: 8.1.12.A.2, 8.1.12.A.3,
8.1.12.B.2; 8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century Life/Careers:
CRP1-2, CRP4, CRP5, CRP6, CRP7,
CRP8, CRP9, CRP11, CRP12
Social Studies: 6.2.12.D.4.j, 6.3.8.D1
Technology: 8.1.12.A.2, 8.1.12.A.3,
8.1.12.B.2; 8.1.12.C.1, 8.1.12.D.1,
8.1.12.E.1
21st Century Life/Careers:
CRP1-2, CRP4, CRP5, CRP6, CRP7,
CRP8, CRP9, CRP11, CRP12
Timeframe Module E Module F Module G
21st
Century Themes:
X Global Awareness X Civic Literacy X Financial, Economic, Business, and Entrepreneurial Literacy
X Health Literacy
21st
Century Skills: X Creativity and Innovation X Media Literacy X Critical Thinking and Problem Solving X Life and Career Skills
X Information and Communication Technologies Literacy X Communication and Collaboration X Information Literacy
Accommodations/
Modifications: Struggling Students: American Reading Company leveled texts, audio books, text-to-speech platforms (Actively Learn, Bookshare),
graphic novels, levels informational texts via Newsela, extended time, assist w/ organization, use of computer, emphasize/highlight key
concepts, recognize success, frequent check-in about progress, verbalize before writing, make sure understands directions, copy of class
notes, graphic organizer, read directions aloud.
Gifted Students: Tiered graphic organizers to add complex layers, raise levels of intellectual demands, differentiate content, process, or
product, according to student’s readiness, interests, and/or learning styles, expended open-ended abstract questions.
Resources Suggested Texts
● Selections from Adventure in English
Literature (Hold, Rinehard, Winston)
Fiction
● Gulliver’s Travels (Jonathan Swift)
(excerpts)
● A Modest Proposal (Jonathan Swift)
(excerpts)
● Robinson Crusoe (Daniel Defoe)
(excerpts)
● Pride and Prejudice (Jane Austen)
(excerpts)
● Frankenstein (Mary Shelley)
(excerpts)
Biograhies
● The Life of Samuel Johnson (James
Boswell) (excerpts)
Poetry
● “An Answer to a Love-Letter in
Verse” (Lady Mary Wortley Montagu)
● “The Lamb” (William Blake)
● “To a Mouse” (Robert Burns)
● Ozymandias” (Percy Bysshe Shelley)
● “To a Skylark” (Percy Bysshe Shelley)
● “On First Looking Into Chapman’s
Homer” (John Keats)
● “Ode to a Nightingale” (John Keats)
● “Ode on a Grecian Urn” (John Keats)
● “Ode on Indolence” (John Keats)
(excerpts)
● “She Walks in Beauty” (Lord Byron)
● “Auguries of Innocence” and Songs of
Innocence and of Experience (William
Blake) (selected poems)
● In Memoriam A. H. H. (Alfred, Lord
Tennyson)
● “The Deserted Village” (Oliver
Goldsmith)
Suggested Texts
● Selections from Adventure in
English Literature (Hold, Rinehard,
Winston)
Fiction
● Wuthering Heights (Emily Bronte)
(excerpts)
● Jane Eyre (Charlotte Bronte)
(excerpts)
● The Turn of the Screw (Henry
James) (excerpts)
● Dracula (Bram Stoker) (excerpts)
● Hard Times (Charles Dickens)
(excerpts)
● The Strange Case of Dr. Jekyll and
Mr. Hyde (Robert Louis Stevenson)
(excerpts)
● Heart of Darkness (Joseph Conrad)
(excerpts)
● Crime and Punishment (Fyodor
Dostoyevsky) (excerpts)
● The Awakening (Kate Chopin)
(excerpts)
● The Mayor of Casterbridge
(Thomas Hardy) (excerpts)
● The Time Machine (H.G. Wells)
(excerpts)
Drama
● A Doll’s House (Henrik Ibsen)
(excerpts)
● The Importance of Being Earnest
(Oscar Wilde) (excerpts)
Short Stories
● “The Three Strangers” (Thomas
Hardy)
● “Miss Youghal’s Sais” (Rudyard
Kipling)
● “The Man Who Would Be King”
(Rudyard Kipling)
Suggested Texts
● Selections from Adventure in English
Literature (Hold, Rinehard, Winston)
Novels
● The Stranger (Albert Camus) (excerpts)
● Caligula (Albert Camus) (excerpts)
● Their Eyes Were Watching God (Zora
Neale Hurston) (excerpts)
● One Flew Over the Cuckoo’s Nest (Ken
Kesey) (excerpts)
● A Portrait of the Artist as a Young Man
(James Joyce) (excerpts)
● The Metamorphosis (Franz Kafka)
(excerpts)
Drama
● Waiting for Godot (Samuel Beckett)
(excerpts)
● Rosencrantz and Guildenstern Are Dead
(Tom Stoppard) (excerpts)
● A Long Day’s Journey Into Night (Eugene
O’Neill) (excerpts)
● Mother Courage and Her Children
(Bertolt Brecht) (excerpts)
● Antigone (Jean Anouilh) (excerpts)
Short Stories
● “The Verger” (Somerset Maugham)
● “Araby” (James Joyce)
● “The Rocking-Horse Winner” (D.H.
Lawrence)
Poetry:
● The Age of Anxiety: A Baroque Eclogue
(W.H.Auden)
● “The Song of the Wandering Aengus”
(William Butler Yeats)
● “Sailing to Byzantium” (William Butler
Yeats)
● “Do Not Go Gentle Into That Good Night”
(Dylan Thomas)
● “Tintern Abbey” (William
Wordsworth)
● “London, 1802” (William
Wordsworth)
● “The World is Too Much with Us”
(William Wordsworth)
● “Ode: Intimations of Immortality”
(William Wordsworth) (excerpts)
Informational Text Suggestions
Nonfiction
● Preface to Lyrical Ballads (William
Wordsworth) (excerpts)
● The Diary of Samuel Pepys (Samuel
Pepys) (excerpts)
● A Journal of the Plague Year (Daniel
Defoe) (excerpts)
Art, Media, and Music
Film
● Gulliver’s Travels (1996), dir. Charles
Sturridge, starring Ted Danson
● Gulliver’s Travels (2010), dir. Rob
Letterman, starring Jack Black
● Pride and Prejudice (1995), TV mini-
series, starring Colin Firth
● Pride and Prejudice (2005), dir. Joe
Wright, starring Keira Knightley
● Frankenstein (1994), dir. Kenneth
Branagh, starring Robert DeNiro
● Frankenstein (1931), dir. James Whale,
starring Colin Clive
● Robinson Crusoe (1997), dir. Rod Hardy,
George Miller, starring Pierce Brosnan
Crusoe (2008-2009), TV mini-series,
starring Philip Winchester
Art, Music, and Media
Art
● Frederic Edwin Church, Morning in
the Tropics (1877)
● The Jungle Book, A Collection of
Short Stories (Rudyard Kipling)
Poetry
● “Idylls of the King” (Alfred Lord
Tennyson)
● “The Lady of Shalott” (Alfred Lord
Tennyson)
● “Ulysses” (Alfred Lord Tennyson)
● “My Last Duchess” (Robert
Browning)
● “When I Was One-and-Twenty”
(A.E. Housman)
● “Loveliest of Trees” (A.E.
Housman)
● “Sonnet 43” (Elizabeth Barrett
Browning)
● “Song” (Emily Bronte)
● “Requiem” (Robert Louis
Stevenson)
● “Gunga Din” (Rudyard Kipling)
● “The Rime of the Ancient Mariner”
(Samuel Taylor Coleridge)
(excerpts)
Informational Text Suggestions
Nonfiction
● Culture and Anarchy (Matthew
Arnold) (excerpts)
● The Decay of Lying (Oscar Wilde)
● The Origin of Species (Charles
Darwin) (excerpts)
● Reveries of a Solitary Walker (Jean-
Jacques Rousseau) (excerpts)
● Tallis's History and Description of
the Crystal Palace, and the
Exhibition of the World's Industry
in 1851 (John Tallis)
Art, Music, and Media
Film
● Wuthering Heights (1992), dir.
Peter Kosminsky, starring Juliette
● “Owl’s Song” (Ted Hughes)
● “Hawk Roosting” (Ted Hughes)
● “The Hollow Men” (T.S. Eliot)
● Four Quartets (T. S. Eliot)
● “The Darkling Thrush” (Thomas Hardy)
● “The Second Coming” (William Butler
Yeats)
● Poem of the Deep Song (Federico García
Lorca) (selections)
● “Counter-Attack” (Siegfried Sassoon)
● “Dreamers” (Siegfried Sassoon)
● “The Daffodil Murderer” (Siegfried
Sassoon)
● “The Old Huntsman” (Siegfried Sassoon)
Informational Text Suggestions
Essays
● “A Room on One’s Own” (Virginia
Woolf) (excerpts)
● “Crisis of the Mind” (Paul Valéry)
(excerpts)
● “The Fallacy of Success” (G.K.
Chesterton) (excerpts)
Nonfiction
● Letters to a Young Poet (Rainer Maria
Rilke) (excerpts)
● The Courage to Be (Paul Tillich)
(excerpts)
● The Ego and the Id (Sigmund Freud)
(excerpts)
● Thus Spoke Zarathustra (Friedrich
Wilhelm Nietzsche) (excerpts)
● Politics and the English Language (George
Orwell) (excerpts)
Speeches:
● “Their Finest Hour” (House of Commons,
June 18, 1940) (Winston Churchill)
● Henri Fuseli, The Nightmare (1781)
● Jean Honoré-Fragonard, The Progress
of Love: The Pursuit (1771-1773)
● John Constable, Seascape Study with
Rain Cloud (1827)
● John Singleton Copley, Watson and
the Shark (1778)
● Théodore Géricault, The Raft of the
Medusa (1818-1819)
● William Blake, The Lovers’
Whirlwind (1824-1827)
Binoche
● Jane Eyre (2006), dir. Susanna
White, TV miniseries Jane Eyre
(1996), dir. Franco Zeffirelli,
starring William Hurt
● The Turn of the Screw (1999), dir.
Ben Bolt, TV miniseries, starring
Colin Firth
● Dracula (1992), dir. Francis Ford
Coppola, starring Gary Oldman
● The Importance of Being Earnest
(2002), dir. Oliver Parker, starring
Rupert Everett
● A Doll’s House (2013), dir. Charles
Huddleston, starring Ben Kingsley
Art
● James McNeill Whistler,
Arrangement in Gray and
Black:The Artist's Mother (1871)
● James McNeill Whistler, Symphony
in Flesh Colour and Pink: Portrait of
Mrs. Frances Leyland (1871- 1874)
● James McNeill Whistler, Symphony
in White, No. 1: The White Girl
(1862)
Art, Music, and Media
Film
● Their Eyes Were Watching God (2005),
dir. Darnell Martin, starring Halle Berry
● One Flew Over the Cuckoo’s Nest (1975),
dir. Milos Forman, starring Jack Nicholson
● Rosencrantz and Guildenstern Are Dead
(1990), dir. Tom Stoppard, starring Gary
Oldman
● Long Day’s Journey Into Night (1962), dir.
Sidney Lumet, starring Katharine Hepburn
Careers:
Applicable career options are discussed as they arise throughout the English Language Arts program. Career options include, but are not
limited to, the following career clusters: Arts, A/V Technology, and Communications Career Cluster; Business, Management, and
Administration Career Cluster; Education and Training Career Cluster; Government and Public Administration Career Cluster; Health
Science Career Cluster; Hospitality and Tourism Career Cluster; Human Services Career Cluster; Information Technology Career Cluster;
Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career Cluster; Science, Technology,
Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster.