ENG104: Honors Literary Analysis and Composition I

This list is representative of the materials provided or used in this course. Keep in mind that the actual materials used may vary, depending on the school in which you are enrolled, and whether you are taking the course as Independent Study.

For a complete list of the materials to be used in this course by your enrolled student, please visit MyInfo. All lists are subject to change at any time.

Scope & Sequence : Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K12 Scope & Sequence documents for each course include:

Course Overview

K12 High School Literary Analysis and Composition I challenges students to improve their written and oral communication skills, while strengthening their ability to understand and analyze literature in a variety of genres.  Students enrolled in this course will work on independent projects which will enhance their skills and challenge them to consider complex ideas and apply the  knowledge they have learned.

Literature: Students read a broad array of short stories, poetry, drama, novels, autobiographies, essays, and famous speeches. The course guides students in the close reading and critical analysis of classic works of literature, and helps them appreciate the texts and the contexts in which the works were written. Literary selections range from the Greek tragedy Antigone to Shakespeare’s Romeo and Juliet to contemporary pieces by authors such as Annie Dillard and Maya Angelou.

Language Skills: Students broaden their composition skills by examining model essays in various genres by student and published writers. Through in-depth planning, organizing, drafting, revising, proofreading, and feedback, they hone their writing skills. Students build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement, and punctuation, reinforced by online activities (Skills Updates). Student vocabularies are enhanced through the study of Greek and Latin root words, improving students’ ability to decipher the meanings of new words.

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Course Length

Two Semesters

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Prerequisites

Success in K12 Intermediate English A and B (or equivalent) and teacher/school counselor recommendation

NOTE: Students who have already succeeded in K12 middle school Literary Analysis and Composition should not enroll in this course.

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Course Outline

LITERATURE

Students will read writings from diverse traditions, including poetry, drama, autobiography, short stories, and novels, with an emphasis on literary classics. Lessons help students develop skills of close reading by showing how to "read between the lines," both analyzing formal features of literary works and asking appropriate interpretive questions. Many lessons provide background information to help students connect the work to the historical or biographical context.

Readings include:

Novels (choose any one of the following)

  • Animal Farm by George Orwell
  • Jane Eyre by Charlotte Bronte
  • Lord of the Flies by William Golding
  • A Separate Peace by John Knowles
  • A Tale of Two Cities by Charles Dickens
  • To Kill a Mockingbird by Harper Lee
  • The Yearling by Marjorie Kinnan Rawlings

Drama

  • Romeo and Juliet by William Shakespeare
  • Antigone by Sophocles

Autobiography (choose one)

  • Anne Frank: The Diary of a Young Girl
  • Narrative of the Life of Frederick Douglass

Short Stories

  • "The Glass of Milk" by Manuel Rojas
  • "To Build a Fire" by Jack London
  • "The Secret Life of Walter Mitty" by James Thurber
  • "The Piece of String" by Guy de Maupassant
  • "The Tell-Tale Heart" by Edgar Allan Poe
  • "The Lottery" by Shirley Jackson
  • "The Lady or the Tiger" by Frank Stockton

Memoir

  • "A Cub Pilot" from Life on the Mississippi by Mark Twain
  • From "Barrio Boy" by Ernest Galarza
  • "No Gumption" by Russell Baker
  • From I Know Why the Caged Bird Sings by Maya Angelou

Poetry

  • To Everything There Is a Season
  • "Spring and Fall" by Gerard Manley Hopkins
  • "in Just-" by E. E. Cummings
  • "July" by Susan H. Sweet
  • "To Autumn" by John Keats
  • "The Snowstorm" by Ralph Waldo Emerson
  • "It sifts from leaden sieves" by Emily Dickinson
  • Voices and Viewpoints
  • "Rainy Day" by Henry Wadsworth Longfellow
  • "Invictus" by W. E. Henley
  • "We Real Cool" by Gwendolyn Brooks
  • "The Negro Speaks Rivers" by Langston Hughes
  • "Mending Wall" by Robert Frost
  • Sonnets 18 and 29 by William Shakespeare

Poetry of Ideas

  • "I dwell in Possibility" by Emily Dickinson
  • "Will there really be a 'Morning'?" by Emily Dickinson
  • "Ozymandias" by Percy Bysshe Shelley
  • "Do Not Go Gentle into That Good Night" by Dylan Thomas
  • "The Charge of the Light Brigade" by Alfred Lord Tennyson
  • The Battle of Blenheim" by Robert Southey

Partial List of Skills Taught:

  • Describe characters based on speech, actions, or interactions with others.
  • Demonstrate knowledge of authors, characters, and events of works of literature.
  • Identify, analyze, interpret and discuss the following elements of literature:
    •  Character traits and motivations
    •  Allusions
    •  conflict and resolution
    •  irony
    •  figurative language, imagery, and sensory language
    •  point of view
    •  author's attitude or tone
    •  climax
  • Identify, analyze, and discusselements of a drama.
  • Identify analyze, and discusselements of a short story.
  • Identify, analyze, and discuss theme in literary works.
  • Identify cause and effect relationships.
  • Make inferences and draw conclusions.
  • Recognize the effect of setting or culture on a literary work.
  • Recognize use of language to convey mood.
  • Discuss author's purpose and analyze literary devices used to accomplish it, including language, organization, and structure.
  • Compare and contrast literary characters and selections.

COMPOSITION

In this writing program, students  practice writing essays in various genres and Many units use the literature lessons as a springboard and thereby reinforce the connection between reading for meaning and writing to communicate one's own ideas. Students learn the form and structure of a variety of essays they will encounter in their academic careers including: memoirs (narrative), literary essays, compare and contrast essays, research papers, and descriptive writing, and arguments. In writing each essay, students go through a process of planning, organizing, and revising, and they learn to examine their own writing with a critical eye, paying attention to ideas, organization, structure, style, and correctness. Throughout the course, students write in response to prompts similar to those they will encounter on standardized tests.

Memoir

  • Analysis of a Memoir: Examining Mark Twain's "A Cub Pilot"
  • Planning a Memoir
  • Writing a Memoir I
  • Writing an Memoir II
  • Revising a Memoir
  • Proofreading a Publishing a Memoir

Argument

  • What Is an Argument?
  • Recognizing Logical Fallacies and Emotional Appeals
  • Choosing a Topic and Gathering Information
  • Planning and Organizing the Argument
  • Writing an Argument
  • Revising an Argument
  • Proofreading and Publishing an Argument

Research Paper

  • What Is a Research Paper?
  • Taking Notes I
  • Taking Notes II
  • Organizing the Information
  • Writing a Research Paper I
  • Writing a Research Paper II
  • Creating a Works Cited Page
  • Revising a Research Paper
  • Proofreading and Publishing a Research Paper
  • Revising
  • Bibliography
  • Proofreading
  • Publishing

Literary Essay: Theme

  • What Is a Literary Essay About Theme?
  • Planning a Literary Essay About Theme
  • Writing a Literary Essay About Theme
  • Revising a Literary Essay About Theme
  • Proofreading and Publishing a Literary Essay About Theme

Literary Essay: Compare and Contrast

  • What Is a Compare and Contrast Essay About Literature?
  • Planning a Compare and Contrast Essay About Literature
  • Organizing a Compare and Contrast Essay About Literature
  • Writing a Compare and Contrast Essay About Literature
  • Polishing a Compare and Contrast Essay About Literature

Great Speeches and Oratory

  • Reading, Listening to, and Analyzing a Speech I: The Gettysburg Address
  • Reading, Listening to, and Analyzing a Speech I: I Have a Dream
  • Planning a Speech
  • Writing a Speech
  • Revising a Speech
  • Practicing and Delivering a Speech

Descriptive Essay

  • Lesson 1: Seeing with the Mind's Eye: Beauty
  • Lesson 2: Seeing with the Mind's Eye: Nature
  • Lesson 3: Seeing with the Mind's Eye: Wonders
  • Lesson 4: Planning a Descriptive Essay
  • Lesson 5: Recognizing Descriptive Language
  • Lesson 6: Writing a Descriptive Essay I
  • Lesson 7: Writing a Descriptive Essay II
  • Lesson 8: Your Choice (Mentor Assignment)
  • Lesson 9: Revision and Conference Day
  • Lesson 10: Polishing a Descriptive Essay

GRAMMAR, USAGE, AND MECHANICS

K12's GUM course addresses and provides reinforcement activities in sentence analysis, sentence structure, and proper punctuation and other important topics.  Optional materials are available for students who need to review concepts that should have been mastered prior to this course. Skills updates, frequent exercises, cumulative reviews, and regular practice help students absorb the rules so they can confidently apply them in their own writing. The Barrett Kendall Language Handbook provides exercises and a ready resource for grammar rules and conventions.

VOCABULARY

K12's Vocabulary program uses the Vocabulary from Classical Roots program (from Educator's Publishing Service) to build knowledge of Greek and Latin words that form the roots of many English words. The purpose of the program is to help students unlock unlock the meanings of words from classical roots, not necessarily to memorize lists of difficult or obscure vocabulary words. These polysyllabic words are those that frequently cause students to stumble and often appear on standardized tests. Throughout this program, students will define and use words with Greek and Latin roots, and use word origins and derivations to determine the meaning of new words, as they increase their own vocabularies and develop valuable test-taking skills.

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Lesson Scheduling


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K12 Scope & Sequence documents for each course include:

  • Course Overview (as seen above)
  • Course Outline
  • Lesson Time and Scheduling