english 4 - somerville public schools

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


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


CRP1-2, CRP4, CRP5, CRP6,


CRP12

Social Studies:

6.2.12.D.2a,

6.2.12.D.2.d,

6.2.12.D.2.e


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


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


CRP1-2, CRP4, CRP5, CRP6,


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


Franco Zeffirelli, starring

Mel Gibson


Michael Almereyda,

starting Ethan Hawke


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)


Buonarroti Simoni,

Ceiling of the Sistine

Chapel (1508-1512)


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



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


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


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




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 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



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



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)


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)


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)


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)


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.

english 4 - somerville public schools

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