English IV British Literture Student Handbook · ! 1!! Welcome!to!Senior!English! AStudyof"BritishLiteratureandHumanity "!! All truly wise thoughts have been thought already thousands

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Welcome to Senior English A Study of British Literature and Humanity

All truly wise thoughts have been thought already thousands of times; but to make them truly ours, we must think them over again honestly, till they take root in our personal experience.

Johann Wolfgang von Goethe German dramatist, novelist, poet, & scientist (1749 - 1832)

---Instructor

Date -‐-‐-‐-‐-‐-‐-‐-‐-‐

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English IV: A Study of British Literature and Humanity

Class Syllabus

This course will consist of 8 major units of study. One will be the writing of a research paper, and the other 7 will be thematic, built chronologically around British Literature. Each unit will require students to use the skills listed in the College and Career Readiness Standards in the Common Core Standards. This class may be different: students will have to take personal responsibility for deadlines.

Each unit of study will have the following components:

1. A Group research and presentation project on an aspect of the background to the literature period. (Instructions provided.)

At the beginning of the unit, topics will be assigned to groups. The groups will research the topics then present the information to the class in preparation for reading the literature.

2. A formal writing assignment. Each student must turn in a formal essay on the date due for each unit. Students may choose the topics they write about. There are four basic types of writing. Each student must do at least one of each type. There will be 7 essays, so after you do one of each of the four types, you can then choose which type you want to do on the other three. Examples of good writing by type and rubrics that will be used for grading essays will be available at all times in class.

3. A Project Based Assessment. Each student will prepare and present a project based assessment (PBA) for each unit. (Instructions will be provided) Rubrics for each type of PBA will be in folders in the classroom.

4. A Traditional Test. A traditional test with will be given with each unit. These tests will be open notebook; you may use the notes YOU take in class on the test.

5. Daily reading and writing activities.

Class each day will consist of reading, class discussion, taking notes, and short writing assignments. Students will be responsible for taking notes each day on the class discussions. These notes should be kept.Students will be given varied assignments that

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foster learning. Students should keep these assignments.The notes and the varied assignments will be used in the culminating Project Based Assessments, Writing Assignments, and the traditional test.

Each student should have a 3 ring Binder with dividers to organize his/her materials for this class.

A word about Plagiarism: Plagiarism is “taking credit for the work someone else did.” It will not be tolerated in the class. Remember when you use someone else’s information that you must document credit to them. This does not simply mean that you copy the url where you got the information. You must summarize, paraphrase, or directly quote the information. Changing a few words in a sentence or paragraph is plagiarism!

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Senior English Handbook Table of Contents

Class Syllabus 2

Tenets of Group Behavior 4

An Overview of the Units of Instruction 6

Unit Research and Presentation Documents

Directions 11

Rubric 12

Project Based Assessments

Directions 15

Choices 16

Contract 17

Writing Definitions and Rubric

The Six Traits of Good Writing 19

Rubric for Good Writing 20

Due Dates for each Unit 22

Student Chronicle of Personal Responsibility 23

It always helps to know where you’re going!

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Tenets of Group Behavior All groups move through stages: forming, storming, norming

and performing.

Each member of the group is of equal value to the functioning of the group.

Every member must be a participating member.

Ideas must be scrutinized; people must not.

Roles must be assigned; everyone must perform his/her role.

The group must remain engaged until the goal is realized.

Everyone doing his/her part!



Everyone doing his/herpart!

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Units of Instruction

Grade 12 Each unit begins with a group research project. The topics for each unit are listed in column two.

Unit Introduction Research Topics

Essential Question

Texts Common Core

Standards

Writing Assignments

Project Based

Assessments

Estimated Days

Class Norms and Anglo Saxon

Literature 449-‐1066

The Invasions of

466 The Coming

of Christianity

595 The Danish Invasions of the 8th and 9th Centuries The Daily Life in

Anglo-‐Saxon Times

The Food and

Entertainment of the

Anglo-‐Saxon Period

Sutton Hoo

Who is a Hero?

Begin with Grendel’s Dog Pg 85 Beowulf Film: To Sir With Love

The Research Project RI.2, RI.3, W.8, SL.1, SL.2, SL.3, SL.4, SL.5,

SL.6 Independent Reading RL.6, RI.10

The Writing

Assignment

RL.4, W.1, W.2, W.3, W.4, W.5, W.6, L.1, L.2, L.3,

L.4, L.5, L.6 The PBA RL.1, RL.2, Rl.3, RL.5, SL.5, SL.6, L.1, L.2, L.3, L.4, L.5, L.6 The Class Notes

RI.4, RI.5, RI.6

Introduction

RI.8, RI.9, RI.10

Compare/Contrast: a Superhero with your personal hero. Expository: My Hero

Comic Strip Diary

Interview Letter to the Editor Newspaper

Story Radio

Program Newscast Monologue Poem or Song

Slideshow Brochure Model Press

Conference Play

Soundtrack Essay Rewrite Oral

Interpretation

26 Days

Middle Feudalism Would a Ballads: Sir The Expository: If a Comic Strip 27 Days

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Ages Literature 1066-‐1485

The Crusades The Black Plague Romantic Literature Geofrey Chaucer Arthurian Legends Religion

cross-‐section of today’s society compare

with one of the Middle

Ages Society?

Patrick Spens Bonny Barbara Allen Get up and Bar the Door Canterbury Tales: Prologue The Pardoner’s Tale The Wife of Bath’s Tale Sir Gawain and the Green Knight or Fedrigo’s Falcon La Morte De Arthur Everyman

Research Project RI.2, RI.3, W.8, SL.1, SL.2, SL.3, SL.4, SL.5,


The Writing

Assignment

RL.4, W.1, W.2, W.3, W.4, W.5, W.6, L.1, L.2, L.3,


RI.4, RI.5, RI.6

group of pilgrims that represented a cross-‐section of society went on a journey today, who would go? Write a

description of each pilgrim. (At

least 15) Essay Topics: Informative:

C/C Sir Gawain and The Knight’s

Tale Argument:

Is the Wife of Bath a Feminist?

Expository: Does the term Dark Ages accurately describe the Middle Ages?

Diary Interview Letter to the Editor Newspaper

Story Radio



Conference Play


Interpretation

The English

Renaissance

1485-‐1660

Renaissance The

Monarchy The Reformation Exploration During the Renaissance Major Writers and Works in the Renaissance Arts and Entertainment Religion

How do our choices shape our existence?

Part I Sonnets The

Passionate Shepherd

The Nymph’s Reply

Shakespearean Poetry Part II

MacBeth Part III The KJV

John Donne Writings Part IV

The Cavalier Poets

Paradise Lost Pilgrim’s



The Writing

Assignment

RL.4, W.1, W.2, W.3, W.4, W.5, W.6, L.1, L.2, L.3,

Informative: What does

MacBeth reveal about fate and

freewill? Informative: Analyze “To

Daffodills, “ To the Virgins” To His Coy Mistress. Informative:

Use several texts from this period to discuss the relationship between

emotion and reason.

Comic Strip Diary


Story Radio



Conference Play

Soundtrack

32 Days

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Progress Don Quixote


RI.4, RI.5, RI.6

Essay Rewrite Oral

Interpretation

The Restoratio

n 1660-‐1798

The Restoration

The Monarchy Lifestyle in

the Eighteenth Century Arts and

Entertainment

Inventions and

Discoveries Religion

Is satire an effective tool for

transforming Society?

A Modest Proposal Gulliver’s Travels Robinson Crusoe

Micromegas: Voltaire



The Writing

Assignment

RL.4, W.1, W.2, W.3, W.4, W.5, W.6, L.1, L.2, L.3,


RI.4, RI.5, RI.6

Expository: What does

Robinson Crusoe reveal about the author’s view of human nature? Expository: Describe the author’s

attempts to satirize human nature and

human history. Compare/Contra

st: The themes found ion

Gulliver’s Travels and

Micromegas. Expository:

What role does nature play in the Literature of

this era?

Comic Strip Diary


Story Radio



Conference Play


Interpretation

15 Days

The next three units: The Romantic, Victorian and Twentieth Century Units will be covered simultaneously. Each class will be divided into three groups; each group will be responsible for teaching a unit to the rest of the class. Each student will

be responsible for reading a novel from their era and will do a PBA on their Novel. Each group will present the background information and share the characteristics of the literature using the novels they read as examples.

Mar 11 –April 19 25 Days

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Romantic Period

1798-‐1832

THE Monarchy Lifestyle Significant Historical Events Arts and

Entertainment

Religion. Women’s Rights

What are the causes and effects of scientific progress?

Poets Blake, Burns, Wordsworth, Byron, Shelly, Keats Pride and Prejudice, Sense and Sensibility, Frankenstein

Presenting the Era

RL.7, RL.8

Journal W.10

C/C Gothic and Romantic Novels Informative: How die the increasing

middle class and the transition to urban life impact the literature of

this era? Persuasive: If you were to write a poem about an awesome,

fearful creature, which one would you

choose? Why?

Comic Strip Diary


Story Radio



Conference Play


Interpretation

The Victorian

Age

1832-‐1901


Entertainment


Is social reform

important?

Poets Tennyson, Elizabeth Browning, Robert

Browning, Thomas

Hardy. A.E. Housmann Jane Eyre Wuthering Heights Treasure Island

Mayor of Casterbridge Tess of the D’Ubervilles Origin of the Species: Darwin

Silas Marner: Elliot

Presenting the Era

RL.7, RL.8

Journal W.10

Argument: Agree or

Disagree with Charles Darwin’s

Positions Argument: Is childhood a product of nature or socially

engineered? Expository:

Define the waltz and the polka and provide sample

recordings. Expository: Explore and report the emotional causes and physical

processes of crying.

Comic Strip Diary


Story Radio



Conference Play


Interpretation

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The Twentieth Century


Entertainment


How do governmen

t and politics affect art

and literature?

Each Student will select a British novel from the 20th

century. Ulysses by Joyce

Heart of Darkness by Conrad

Brave New World by Huxley Anne of

Green Gables by

Montgomery The

Screwtape Letters by Lewis

Of Human Bondage by Maughan 1984 by Orwell

Pygmalion by Shaw

Presenting the Era

RL.7, RL.8

Journal W.10

Informative: Using the

literature as a thought base, why might this era be called “The Age of Anxiety?” Argument: Was 1984 prophetic? Informative

Read September 1, 1939.

Howdoes this poem shed light on the literature from this era? Expository: Discuss the

importance of King Edward VII’s funeral. Expository:

Discuss the rapid changes in music

of the 20th Century.

Comic Strip Diary


Story Radio



Conference Play


Interpretation

Research Paper Unit

How do you pose a question,

find information, form an opinion, organize your

thoughts, document

your sources and write to express

your synthesized ideas?

RI.1, RI.7, W.1,W.8

30 Days

Senior memory Book

L.1, L.2, L.3, L.4, L.5, L.6

15 Days

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Directions for Unit Research Presentations

English IV Each literature unit will begin with a group research project and presentation. The purpose of this assignment is to build

background knowledge to use in interpreting the literature of the era.

Suggested Steps for the Research Project and Presentation

• Find out who is in your group. • Find out your assigned topic to research. • Secure some articles about the topic. • Decide on some sub-‐topics and assign each person a subtopic to research. • Come together and share your research. • Decide on your group’s presentation mode. • Prepare the presentation. • Present

Now, fill out the information below and hand in to the teacher.

Names of Participants: __________________________________________________________________

_____________________________________________________________________________________

Unit of Instruction ___________________________ Presentation Date __________________________

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Topic of Research ______________________________________________________________________

Directions: Your group must research and present information on your assigned topic on the date due. The presentation must be creative. Some suggestions for presentation would be: man on the street interview, newscast, talk show, etc.

You must present sufficient information in understandable terms for the class to understand the topic thoroughly.

All group members must participate equally in the research and the presentation.

List below each person’s name, what part they will research and the part they will perform in the presentation. This table must be filled out and shown to the teacher on the first day of research.

Student Part to be researched Part in the Presentation.

Prepare a bulleted list of the important facts from your research to turn in to me at the beginning of the presentation.

Research and Presentation Rubric

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Criteria Advanced Proficient Basic Below Basic Content Student has

researched the topic and included sufficient relevant information for class members to gain an understanding of the topic.

Student has researched the topic and included sufficient relevant information for class members to gain an understanding of the topic.

Student has researched the topic and included almost sufficient relevant information for class members to gain an understanding of the topic.

Student has researched the topic and included insufficient relevant information for class members to gain an understanding of the topic.

Participation Student is always involved in the task at hand.

Student is almost always involved in the task at hand.

Student is sometimes involved in the task at hand

Student is seldom involved in the task at hand.

Presentation Information is presented in a creative forum and it is obvious the presenter understands the information

Information is presented in a creative forum and it is obvious the presenter understands most of the information

Information is presented in a creative forum and it is obvious the presenter understands some of the information

Information is not presented in a creative forum and it is obvious the presenter lacks understanding of the information

Place your group members’ names in the top row.

Assign a value of 1-‐5 for each category for each group member. I is the lowest and 5 the highest.

Criteria

Group Member Participated fully in the research

Group Member Participated fully in the creation of the product

Group Member Participated fully in keeping the group on task at all times

Group Member participated in deciding who would present

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each part of the presentation Group member participated fully in the presentation

Directions for Project Based Learning and Assessment

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English IV

Rationale for Project Based Assessments: The purpose of doing project based assessments is one, so the student has a chance to demonstrate learning in a way that is complimentary to his or her own personal learning style and multiple intelligence; and two, so that the student extends his or her personal learning beyond what is presented in class.

With this in mind, consider the following comments.

First, this work must be done outside of class, so don’t choose to work with a partner if you do not have the opportunity to work together outside of class.

These projects are designed to take between 6-‐10 hours to prepare. You will usually have 3 weeks to prepare for the presentation of your project. Therefore, I expect a product that shows a senior worked on it for 6-‐10 hours.

You will receive a list of options for projects; you can choose the one you would most enjoy doing. But, the object of the project is to demonstrate how much knowledge you gained of the literature in the unit of study.

The grading rubric is extremely important. Read it. Ask for interpretation on anything that is unclear. Also, feel free to offer suggestions for rewording if something is unclear.

Some general guidelines to remember are that you are seniors and appearance and presentation are important. So, make your project presentable. Type it. Make it attractive. And, when you are presenting, don’t slouch or fidget, and talk loudly.

If you are working in a group, it has to be obvious that all members shared equally in the preparation and the presentation of the project.

Make sure before you present that you understand what you are presenting. If you stumble over words or concepts, it will be obvious that you were not fully prepared.

STEPS:

1. Decide on the project you will do. 2. Get the rubric for that project, read it and get any clarification needed. 3. Fill out and turn in the Project Based Assessment Contract. 4. Work on and complete the project by the due date. 5. Present the project on the date due.

When you go up to present, hand the rubric to the teacher. Make sure all names are on the rubric.

Project Based Learning Assignment Choices for English 12

With each unit of study students will choose a project to do for a major part of their grade on the unit. After they choose a project, they will need to get a copy of the rubric for that project to use as guide. (These are kept in the “Rubric Milk Crate” in the back of the classroom.) The due date for the project will be announced at the beginning of

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each unit. The choices for each unit will be selected from the following list. (Or a student can propose an alternative project for the teacher’s approval.) Students must select a different type of project for each unit. There are 7 major units. So, each student will do 7 different projects throughout the year. Each student will receive a form to track which projects he or she has already done.

Comic Strip – Prepare a comic strip showing the action in a piece of literature with at least 10 frames. (www.toondoo.com)

Diary – Write a first person diary in the persona of a character from the unit. There must be 10 entries of 2-‐3 paragraphs each.

Interview – With a partner write the questions for an interview and present the interview for the class. For example, you might be a critic interviewing an author, or a talk show host interviewing a character from a reading selection.

Letter to the Editor – This should be like a persuasive essay. You write a letter to the editor of some publication to make a point or speak for a cause applicable to the unit.

Newspaper Story – Write a newspaper article about an author’s writing characteristics or describing the events in a piece of literature in the unit.

Radio Program – Same as above only to be read on the radio.

Newscast – Same as above only to be presented as news broadcast.

First Person Monologue – Write a reflection from the point of view of an author or a character and present to the class as if you are that person.

Poem or Song – Write a poem or song about an author, a character or a theme from a unit of study. A Rap song will work for this option.

Slide Show – Prepare a Powerpoint on a topic associated with the unit. Have topic approved by teacher. Do NOT cut and paste!

Brochure – Prepare a brochure about an author, a character, a piece of literature or a cultural theme in the unit. One option would be a travel brochure to convince people to travel to the time period in which the literature takes place.

Model -‐ Create a model set for a movie production of a piece of literature from the unit.

Press Conference – Prepare a press conference to prepare other people to study the unit of literature.

Play – Write a skit or play about an author, a work or a theme and present it to the class.

Soundtrack – Create a sound track for a work of literature. If this work were to be made into a movie, what music would play in the background and why? Must do at least 6 scenes.

Essay – Write an essay. Have the teacher approve the topic.

Rewrite – Rewrite, in your own words, a selection or a scene. Check with teacher about an appropriate selection.

Oral Interpretation: Select a poem or passage from a text in the unit; memorize and recite it from memory. (Should last 2-‐3 minutes). Include an introduction that tells the author, the form, meter, rhyme scheme and key literary elements of the text (any and all that apply) and some explanation of the theme and your interpretation of the meaning of the text.

Project Based Assessment Contract

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English IV

I/We ______________________________ ___________________________________

___________________________________ ___________________________________

___________________________________ ___________________________________

Will prepare a ___________________________(Project Type) for my/our project for the unit on ___________________.

We understand it is due on ___________________________________.

Our plan is as follows. (Tell what you plan to do and the responsibilities each group member will perform.

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I/We have received and read the rubric that will be used to grade the project and understand the expectations of the Project Based Assessments in English IV.

Signatures

Names Date

Rubrics are available for each type of Project Based Assessment. Check with your teacher to see where you can secure the one for this project.

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The Six Traits of Good Writing

Good writing has:

Ideas that are interesting and important. Ideas are the heart of the piece — what the writer is writing about and the information he or she chooses to write about it.

Organization that is logical and effective. Organization refers to the order of ideas and the way the writer moves from one idea to the next.

Voice that is individual and appropriate. Voice is how the writing feels to someone when they read it. Is it formal or casual? Is it friendly and inviting or reserved and standoffish? Voice is the expression of the writer's personality through words.

Word Choice that is specific and memorable. Good writing uses just the right words to say just the right things.

Sentence Fluency that is smooth and expressive. Fluent sentences are easy to understand and fun to read with expression.

Conventions that are correct and communicative. Conventions are the ways we all agree to use punctuation, spelling, grammar, and other things that make writing consistent and easy to read.

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Rubric for Good Writing

English IV

Name ______________________________________Date ____________ Class Period ______

Type of Writing: Narrative ______ Expository ______ Persuasive ________ Descriptive _______

Title ________________________________________________________________________

IDEAS ORGANIZATION VOICE 6 □Clear & focused on topic; holds reader’s

attention □Striking insight; in depth understanding of topic □Takes reader on a journey of understanding □Satisfyingly rich with significant, intriguing

details

□Thoughtful structure guides reader through text □Structure enhances reader understanding,enjoyment □Unforgettable opening and conclusion

□Satisfying, well crafted transitions

□Tone enhances the meaning of the writing □Writer wants reader to share this □Voice is as individual as footprints; tough to put down

□You want to read this out loud to others!

5 □Clear and focused on topic throughout the piece □Strong main idea or story line □Authentic, convincing; based on research or experience □Main idea expanded & supported by details &evidence

□Order is perfect for topic and purpose □Structure is smooth & works well with topic □Strong lead & conclusion □Strong, thoughtful transitions

□Tone is well suited to topic, audience & purpose □Writer consistently reaches out to the reader □Voice is enthusiastic, engaging, lively and expressive

□You want to read this more than once 4 □Clear and focused most of the time

□Can identify main topic or story line □Quality details outweighs filler & general statements

□Order works; reader never feels lost □Structure supports topic □Lead and conclusion work □Transitions present and usually helpful

□Tone acceptable for topic, audience & purpose □Writer has some strong moments that grab the reader □Writer’s voice has some sparkle □You enjoyed this piece of writing

3 □Parts of the writing don’t stick to the topic □Main concept or story line not at all clear □Filler & general statements outweigh quality details

□Some out of place information needs to bereordered □Structure not clear in all places – need to re-read to follow thoughts or story line □Lead and conclusion attempted but need work

□Transitions unclear or confusing

□Tone doesn’t fit topic or audience or purpose □Writer doesn’t make the reader want to keep reading □Voice is polite but not interesting □You probably won’t remember this writing

2 □Just a hint of a topic or story line – just a glimmer □Mostly fuzzy, confusing and loosely focused □Facts and tidbits wander in search of a main idea

□Hard to follow; need to reorder ideas □Even re-reading doesn’t clear up confusion □Either lead or conclusion is missing □Transitions unclear or missing

□Tone is inappropriate for audience, purpose and topic □Writer doesn’t talk directly to reader □Writer is hardly involved in topic □Voice is boring or dull

1 □Notes and random thoughts hastily put together □Reader can only guess at the meaning □Main idea unknown even to the writer

□Unconnected list of details and events □No big picture; nothing goes with anything else □No lead or conclusion – just begins and stops □No transition words or phrases

□No tone – voice is hard to find or describe □Writer doesn’t care about having a reader □Writer doesn’t seem to care about the topic □Once you put it down, you won’t pick it up

again

WORD CHOICE SENTENCE FLUENCY CONVENTIONS 6 □Powerful, stunning verbs

□Descriptive words are original and delightful

□Sentences have a smooth flow and pleasant rhythm □Virtually every sentence begins differently

□Ready to publish □Does not make spelling errors □Capital letters in unusual words is correct

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□Everyday words used in original ways □Quotable in spots – you wish you’d written it

□Sentences are almost musical and very creative □Informational writing crisp and to the point □Skims, sings, dances along like a lively script □Highly readable; a joy to share aloud

□Few usage errors: uses advanced conventions

5 □Lively, appealing verbs □Descriptive words are precise and vivid □Word choices add to meaning □Striking, fresh phrases

□Sentences are easy to read with inflection □Purposeful sentence beginnings □Much variety in sentence length and structure

□You have to hear it to appreciate it

□Just touch up minor errors before publishing □Spelling is correct except for very unusual words □Capital letters in proper nouns is correct

□Uses commas, apostrophes correctly 4 □Some strong verbs – we’d like more

□Some descriptive words are clear or sparkle □Words are used correctly □Some originality mixed with slang or generalities

□Sentences have natural, pleasant phrasing □Sentence beginnings rarely repeat □Some variety in length and structure □Few awkward moments

□Just needs a good once-over before publishing □Noticeable minor errors don’t change meaning □Some spelling errors on more difficult words □Basics in capitals and all end punctuation are OK

3 □Verbs lack power □Descriptive words are vague or flat □Some word choices incorrect or awkward □Now and then a “gem” word amidst agates

□Sentences are readable but mechanical □Same sentence beginnings often □Sentences are gangly- tangly long or choppy and short □Lots of awkward phrasing

□Need to carefully edit whole paper for publishing □Noticeable, distracting errors may affect meaning □Spelling of words at grade level is incorrect □Some errors on basics:capitals & end punctuation □Usage errors in verb tenses

2 □Same verbs used with annoying repetition □Descriptive words are dull or weak or over used □Words used incorrectly or repeat too much □An under written piece

□Sentences are incomplete or run-ons □You can’t always tell where the sentence starts □You need to rehearse it to read this one aloud

□Need to edit line by line for publishing □Frequent errors interfere with reading the text □Spelling of basic words is a problem □Many errors on capital letters & end punctuation

□Usage errors in subject-verb agreement 1 □Verbs seem to be chosen at random

□Descriptive words don’t fit □Meaning unclear

□What is the writer trying to say?

□These are not sentences □Sentences do not always make sense □Very hard to read aloud

□Need to edit word by word for publishing □Serious frequent errors make reading almost impossible □Spelling of words is phonetic □Almost no capital letters or end punctuation

Comments:

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English IV Unit Assignment Dates

Unit Date for Research Presentation

Date Writing Assignment is Due

Date Project Based Assessment is Due

Date for Traditional Open Note Test

Anglo Saxon Literature 449-‐1066

Middle Ages Literature

1066-‐1485

The English Renaissance 1485-‐1660

The Restoration 1660-‐1798

Romantic Period

1798-‐1832

The Victorian Age

1832-‐1901


Research Paper Unit

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Student Chronicle of Personal Responsibility Name: __________________________________ Class Period _______

• In the table below, track your progress on each of the major assignments.

• You must have at least one of each of the types of writing.

• You must have a different type of PBA for each unit

Unit Introductory Research Topic

Writing Assignment Title

Type of Writing (Circle One)

Date Turned In

Project Based Assessment Title

Type of PBA (circle One)

Date Turned In

Anglo Saxon

Literature A.D. 449-

1066

Expository Descriptive Narrative Persuasive

1.Comic Strip 2.Diary 3.Interview 4.Letter to the Editor 5. Newspaper Story 6.Radio Program 7.Newscast 8.Monologue 9.Poem or Song 10.Slideshow 11.Brochure 12.Model 13.Press Conference 14.Play 15.Soundtrack 16.Essay 17.Rewrite 18.Oral Interpretation

Middle Ages

Literature 1066-1485


1.Comic Strip 2.Diary 3.Interview 4.Letter to the Editor 5. Newspaper Story 6.Radio Program 7.Newscast 8.Monologue 9.Poem or Song 10.Slideshow 11.Brochure 12.Model 13.Press

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Conference 14.Play 15.Soundtrack 16.Essay 17.Rewrite 18.Oral Interpretation

The English Renaissance

1485-1660



The Restoration

1660-1798



The Romantic

Period


1.Comic Strip 2.Diary 3.Interview 4.Letter to the Editor 5. Newspaper Story

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1798-1832

6.Radio Program 7.Newscast 8.Monologue 9.Poem or Song 10.Slideshow 11.Brochure 12.Model 13.Press Conference 14.Play 15.Soundtrack 16.Essay 17.Rewrite 18.Oral Interpretation




Research Paper