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ANGLICAN CATHEDRAL COLLEGE

LITERATURE SYLLABUS
FIRST YEARS
2017-2018

Rational: This English Literature course aims to sharpen reading comprehension skills, engage readers in literary analysis, and offer a
variety of literature to suit diverse tastes. Through a varied selection of stories, plays, and poems, many of which highlight exemplary
virtues.

General Objectives: The main goal of first year literature is to introduce students to the pleasures of reading and develop skills for
close reading and literary analysis while considering important human issues and challenging ideas. Therefore students come to
appreciate the writer’s craft as they consider the feelings, thoughts, and ideas of characters, and make connections between literature
and life.

Specific Objectives:
By the end of the course students will be able to:

1. Have a clear understanding of the differences among a poem, an extract, a short story, a novel and a play.
2. Extract explicit and implicit information.
3. Make inferences from information presented or read.
4. Recognize cause and effect relationship.
5. Identify and see major contributions of the following in the works of literature: setting, plot, tone, figurative language, style.
6. Further develop their skills in writing about literature.
7. Move from a simple level of comprehension through an analytical examination of the work, up to a final question that
requires their sense of what the work has achieved.
8. Read more carefully and critically.
9. Realize the major contributions of the following in works of drama: dialogue, allusion, stage directions, symbols, figurative
language.
10. Recognize themes and discuss issues as they relate to everyday life.

Objectives:
Literary Analysis and Appreciation

• Identify defining characteristics of a variety of literary forms and genres

• Understand elements of plot development
• Identify cause and effect relationships
• Identify conflict and resolution
• Understand elements of character development
• Identify character traits and motivations
• Recognize stereotypes
• Describe characters based on speech, action, and interactions with others
• Make inferences and draw conclusions
• Recognize effect of setting and culture on a literary work
• Compare and contrast works from different time periods
• Identify and interpret specific literary techniques
• Understand and interpret point of view
• Understand use of language to convey mood
• Understand use of dialect
• Interpret symbolism
• Recognize and analyze use of irony
• Recognize and explain poetic devices
• Identify and discuss theme
• Compare and contrast literary selections and characters

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LEARNING ACTIVITIES TESTING ACTIVITIES

- Class Reading - Questions and Answering in class

- Individual Reading preferably on chapter read
- Class Discussion on chapters - simple summary of main points or incidents
-Vocabulary Exercise - journal writing on chapter (students feedback on chapter
(Using a dictionary to obtain a word’s definition) read)
- Discussion and Class Exercise on literary devices and terms, - students relating personal experiences especially after
for example, plot, characters, setting, theme, Alliteration, the reading of a short story
Simile - vocabulary quiz
- Overall Review - using words in sentences
- Poetry Presentation - description of setting
- writing of a paragraph/s on a character
- simple analysis of main themes
- drawing of a story map recording information under each
section
- obtaining examples of literary terms from text and
explaining them in class orally
- Test on chapters (questions, simple
summary, explanation of incidents,
completing sentences, identifying
literary terms)
- Memorizing a poem and reading aloud
in class with expression

REFERENCES:

Prose – The Novel/ Short Stories

1. Six Tales from Shakespeare
2. The Young Warriors
3. Bridge to Terabithia
4. A World of Poetry for CSEC
5. A World of Prose for CSEC

First Form Literature

Course Outline
First Term
Objectives: Upon completion of the First Quarter, students will be able to:
1. read and recall specific information
2. read and enjoy two scripts for dramatic performances
3. use dramatic techniques in creative writing
4. understand the characteristics that distinguish dramatic literature from other literary forms
5. develop a vocabulary of literary terminology for analyzing drama

Week Topics Objectives Assessments References

Week 1  Introduction to  Understand what is  Class Discussion: What  http://www.
Literature Literature and is literature and why is factmonster.com/ip
 Types of Literature importance of it important? ka/A0906950.html
(Fiction and Non – Literature  Question and answer
Fiction)  Distinguish between session
 Figurative fiction and non-  Assignment: List
Languages fiction) examples of figurative
 List examples of languages covered in
fiction and non- class.
fiction books/stories
 List, define and
identify simile,
metaphor,

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personification,
alliteration,
hyperbole,
oxymoron,
onomatopoeia,
symbolism, pun,
allusion, idiom,
imagery
Week 2  Elements of Poetry  Define and identify  Quiz # 1 Introduction to  http://www.teach-
 Types of Poems elements of poetry Literature and types of nology.com/works
 Poem Construction (voice, stanza, sound, Literature heets/language_art
 Quiz # 1 rhythm and meter,  Questions and answers s/poems/
rhyme and rhyme  Poem Construction:  http://www.dmturn
scheme, theme, Write a poem using one er.org/English/Poet
figures of speech, of the forms given. ry/elements.htm
forms)  Project  http://www.buzzle.
 List and define Create a folder using the ten com/articles/basic-
eleven types of given types of poems. elements-of-
poetry (limerick, Folder must include poetry.html
haiku, epitaph, definition for each type of
narrative, diamante, poem and an example poem.
cinquain, ballad, Due Friday, Week 3.
autobiographical,
acrostic, sonnet,
alphabet)
 Construct one type of
poem
Week 3  Poem- A  Complete a revision  Class Discussion:  http://www.k12rea
Contemplation worksheet on Vocabulary der.com/subject/fig
Upon Flowers figurative languages Development: urative-language-
 Review elements and other elements of Contemplation
worksheets/
of poetry poetry Gallant
  A World of Poetry
 Test # 1 Read and discuss A Embroidered
 Poem Construction Contemplation Upon Garments pg. 10
Flowers Fate
 Answer questions on Spruce
A Contemplation Fragrant
Upon Flowers  Answer questions
 Identify figurative set on the poem: A
languages and other Contemplation
elements in the Upon Flowers
poem.  Poem Construct:
 Use the title to create Students will use the
their own poem title of the poem read to
 Complete a test on create a poem of their
figurative languages own.
and other elements of  Test # 1: Figurative
poetry Languages, and
Elements of Poetry
Week 4  Type of Poem-  Understand the 1. Class Discussion: Does  http://www.readwr
Haiku background and a longer poem mean that itethink.org/classro
 Background and origin of haiku, it is better? How can om-
origin  Recite a haiku from fewer words be more resources/lesson-
 Examples of Haiku memory powerful than the use of plans/seasonal-
 Recitation of haiku-writing-
 Construct a haiku many?). Conclude the
Haiku poems-
discussion by asking
 Construction of 39.html?tab=4#stu
Haiku students what they dent-objectives
already know about
traditional Japanese
culture, and then explain
3

Week 5  Limerick  Understand the origin
 Background and and background of
origin limerick
 Steps to writing a  Analyze the traits of
limerick limerick (nonsense
 Reciting a limerick nature, rhymes and
from memory syllables patterns)
 Construction of  Recite a limerick
limerick  Construct a limerick
Week 6  Vocabulary  Define the words (
Development frost, quicksilver,
 Question /Answers jagged, flutes,
on Poem plovers, slender,
cease, denied, airy)
 Read and discuss the
poem Forgive My
Guilt
Week 7  Test # 2  Complete test on
 Introduction to poems covered in
drama class.
 What is drama?  Understand what
 History of drama drama is and how it
 Types of drama came to be.
 Elements of  List and define five)
Drama types of drama
(tragedy, comedy,
farce, tragicomedy,
melodrama
 List and define
elements of drama
(plot, character,
setting, theme,
audience, genre,
stage directions,
playwright, props,
script, cast, dialogue)
Week 8  Quiz # 2  Complete a test on
elements of drama.
4
4
how haiku reflects
different aspects of the
culture.
 Recite a haiku from
memory (graded)
 Construct a haiku
(graded)
 Class Discussion:  http://www.kidzon
 What does the word e.ws/poetry/limeric
“nonsense” means? k.htm
 Why do you think  http://www.mighty
limericks are described book.com/Mighty
as being “nonsense” Book_free/lesson_
literature? plans/Nonsense2_
 Do you think limericks LP.pdf
are an important form
of literature?
 Do you think a
particular age group
enjoys limericks more?
 Recite a limerick from
memory (graded)
 Construct a limerick
(graded)
 Vocabulary  http://www.his
Development: torynet.com/m
 Use a dictionary to find ountain-
the meaning and part of meadows-
speech often given massacre
words.  A World of Poetry
 Class Discussion: pg. 35
 What are some things
we feel guilty about?
 What causes people to
feel guilty?
 Journal Entry:
 Test # 2 on Haiku,  http://www.acade
Limerick mia.edu/2948513/
Origins_and_Deve
 Class Discussion: lopment_of_Dram
History of drama and a
types of drama  http://homepage.s
 Worksheet on mc.edu/jones_janie
elements of drama: use /ta%202/2formsof
drama words to the drama.htm
blank space for each
sentence.
 Project: Research types
of drama and print an
example of one type.
Put them in a folder.
(Due Friday, week 8).
 Quiz # 2 on Elements  http://www.biogra
of Drama phy.com/people/wi
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 Biography of  Understand who  Vocabulary lliam-shakespeare-

William William Shakespeare Development: Use a 9480323
Shakespeare is and what his dictionary to find  https://wvde.state.
 Vocabulary writing style is meaning and part of wv.us/strategybank
Development  Define and write speech of thirteen words /Somebody-
 Merchant of sentences using  Class Discussion: Wanted-But-
Venice thirteen words Discuss characters, So.html
(comedy) (edifice, reverence, issues and events  Six Tales from
 Summary Writing mirth, visage, present in Merchant of Shakespeare
(somebody, reputed, extortion, Venice
wanted, but, so, presage, virtuous,  Answer questions on
then) requite, forerunner, Merchant of Venice
supposition, rail,  Write a summary of
knave) Merchant of Venice
 Read and discuss
Merchant of Venice
 Construct a summary
of Merchant of
Venice
Week 9  Test # 3  Complete a test on  Test # 3 Vocabulary  http://www1.lpsso
 Vocabulary vocabulary and and Merchant of Venice nline.com/uploads/
Development Merchant of Venice  Use a dictionary to find 2aCharacterMaps.
 Julius Caesar  Define words from the meaning and part of pdf
(tragedy) Julius Caesar speech for words from  Six Tales from
 Characterization  Read and discuss Julius Caesar Shakespeare
 Summary Writing Julius Caesar  Complete a character
 Complete a character map
map  Answer questions on
 Construct a summary Julius Caesar
of Julius Caesar  Summary of Julius
Caesar
Week  Speech delivery  Present a speech to  Presentation: Present  http://www.dumbli
10  Quiz # 3 the class Brutus or Mark ttleman.com/2011/
 Exploring theme  Complete a quiz on Anthony’s speech 02/9-techniques-
vocabulary from (graded) to-delivering-
Julius Caesar  Quiz # 3: Vocabulary speech-with.html
 Answer questions  Assignment: Questions  Six Tales from
focusing on theme of on friendship Shakespeare
friendship 1. Make a list with two
columns. In the first
column, list Caesar’s
friends. In the second
column, list the
conspirators against
Caesar. Do any of the
names appear in both
columns? If so, explain
why?
2. Why does Brutus join
the assassination plot
against his friend
Caesar? Is Brutus
betrayal of Caesar
justified?
3. Is Cassius a true friend
to Brutus? Why or why
not?
4. Why does Anthony call
Brutus the “noblest
Roman of them all”
even after the men have
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fought a civil war

Week  Quiz # 4  Complete a quiz on
11  Drama Julius Caesar
Presentation  Complete Venn
 Elements of a diagram with
Short story elements of a Short
Story
 (The five key
elements that go into
every great short
story: character,
setting, conflict,
plot and theme.)
against each other? Is
Anthony being
genuine?
 Quiz # 4Julius Caesar  Six Tales from
 Class Discussion: Shakespeare
describe a situation in
which a person might
want to be in your
company, but you do
not feel the same way.
What are some of the
ways you could
respond?


Week  Introduction of the  Vocabulary  A World of Prose

12 short story –Mom Development: for CSEC
Luby and the chirren- children
Social Worker pg. gloomy
174-177 gumbo
corridor
ordained
financial
wrinkled

Second Term

Objectives: Upon completion of the Second Quarter, students will be able to:
1. relate important incidents in the novel Bridge to Terabithia
2. define, identify and explain types of figurative language
3. demonstrate and develop an appreciation for the poems covered in class
4. enrich their vocabularies and improve their understanding of the novel through the vocabulary lessons prepared for use in
conjunction with the novel.
5. answer questions to demonstrate their knowledge and understanding of the main events and characters in Bridge to Terabithia as
they relate to the author's theme development.
6. gain an appreciation for the value of friendship and personal growth after reading Katherine Paterson's Bridge to Terabithia.
7. reflect on the trauma of a character dealing with the death of a friend and the stages of grief.

Week Topics Objectives Evaluation References

Week 1  Review  Define setting,  Answer questions on  Bridge to
elements of a characters, plot, theme, chapters 1 and 2. Terabithia
short story conflict, point of view) Point of View:
 Introduction to  Understand who the Write an account of what Questions on
Bridge to author is and what happened that morning Chapters 1 and 2
Terabithia types of books the from Maybelle’s point of  http://www.pdst.ie
 Vocabulary author usually writes. view. /sites/default/files/
 Chapters 1 and  Define and write Write an account of what Bridge%20to%20
2 sentences using happened that morning Terabithia%2028_
 Point of View (nauseatingly, from Maybelle’s mother’s 11_2010.pdf
 Character despised, grit, puny, point of view. Author Background.
Development scalding, anticipation, Character Development: Point of View and
allotted, hypocritical, Write what you know Character
hippie, pudgy, about Jess so far. Development
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shuddered, droopy,  file:///T:/9780439

primly, suburbs,  Assignment: 271714-001.pdf
deadweight, 1. What were your
pandemonium, snare, predictions, questions,
shebang, muddled, and connections as
backwash) you read? Write about
 Read chapters 1 and 2 one of them in your
 Recognize point of journal.
view (refers to the
person from whose
angle the story is
 List information about
a character (Writers
reveal or develop their
characters chapter by
chapter and event by
event)
Week 2  Chapter 3  Define and write  Quiz # 1 – chapters 1  Bridge to
 Vocabulary for sentences using and 2 vocabulary Terabithia
chapters 3 and (conspicuous,  Answer questions on  Questions on
4 deliberately, melodic, chapter 3. chapter 3
 Drawing reassessing, liable,  Drawing conclusions: http://www.pdst.ie/site
conclusion contempt, ominously, From reading about s/default/files/Bridge
 Conflict stronghold, smirked, the first day of school %20to%20Terabithia
 Visual story hoarsely, drought, at Lark Creek %2028_11_2010.pdf
dittoed, intoxicated, Elementary, what  file:///T:/Bridge%
corset, siege, dictator, conclusions do you 20to%20Terabithi
sarcasm, quivered, reach about Jess’s a--
corduroys, repulsive ) attitude toward school Novel%20Study%
 Read chapter 3 in general? Why does 20Guides%20for
 Drawing conclusion (a he feel this way? %20the%20Teach
conclusion is an  From Leslie Burke’s er.html
opinion you reach after behavior as she enters
carefully considering the classroom, what do
the facts. you conclude about
 Conflict (the different her? Write about
struggles a character several characteristic,
faces and tries to she seems to have.
resolve. There two  Jess is obviously very
types of conflicts – competitive in sports
internal and external) with boys in his school
 Visual Story especially Fulcher. Yet
he is quite different
from Fulcher.
Compare and contrast
the ways in which Jess
and Fulcher approach
competition.
 Conflict: Jess
experiences both
external and internal
conflicts.
Discuss one external
conflict in which Jess is
involved in.
Discuss the internal
conflict Jess may be
experiencing as he deals
with Leslie after the race.
Why does Jess pretend not
to hear Leslie when she
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calls out his name on the

bus? What conflict is Jess
experiencing as he watches
Leslie run toward her
home?
 Visual Story: Draw a
picture that tells us
something about the
story so far
 Assignment:
1. What were your
predictions, questions,
and connections as
you read? Write about
one of them in your
journal.

Week 3  Chapter 4  Use summarizing  Construct a summary  file:///T:/9780439

 Summarizing techniques to construct
 Writer’s Craft a summary of chapters
(Simile and 1 to 3.
Metaphor)  Read and discuss
chapter 4
 Answer questions on
chapter 4
 Recognize simile and
metaphor.
 Complete a test on
chapters 1 to 3 and
vocabulary.
of chapters 1 to 3 271714-001.pdf
 Write a journal on  Bridge to
one of the following Terabithia
questions
1. Summarize why
Leslie’s family has
moved away from the
city. What do they
hope to find in a rural
setting?
2. Explain why you think
Jess and Leslie
become friends so
quickly.
3. What does Janice
Avery say or do that
makes her so
obnoxious? How do
you think Jess and
Leslie will deal with
her as the story
progresses?
 Test # 1(elements of a
novel, vocabulary
from chapter 3 and 4,
chapters 1-3).
 Simile and Metaphor
1. In this chapter,
Paterson uses the
following metaphor to
describe how Jess
feels about being able
to draw the world
around him: “How
could he explain it in a
way Leslie would
understand, how he
yearned to reach out
and capture the
quivering life around
him and how when he
tried, it slipped past

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his fingertips, leaving

a dry fossil upon the
page?” What two
things is Jess
comparing in the
metaphor?
2. “She didn’t speak
directly to Jess, but
she gave him a look
with those blue eyes of
hers that made him
zing like one of the
strings she was
strumming.” What two
things are being
compared in the
description above?
Class discussion:
 Leslie and Jess’s
families have very
different lifestyles.
Discuss these
lifestyles, and
determine why these
two characters form a
bond anyway.
 Is one friend the leader
and the other the
follower, or do Leslie
and Jess share these
roles? Give some
examples to support
your answers.
 How is Terabithia
different from the
outside world? What
might be the pluses
and minuses of
establishing a special,
secret world with a
friend?

Week 4  Vocabulary  Vocabulary from  Quiz # 2 on chapter 4  file:///T:/9780439

Development chapter 5 and 6 and simile and 271714-001.pdf
from chapter 5 (revenge, vigorously, metaphor  Bridge to
and 6 regicide, pacing,  Define and write Terabithia
 Chapter 5 and parapets, cuss, plunged, sentences using
6 crimson, obsessed, vocabulary words
 Making surplus, foundling,  Answer questions on
Predictions grieve, scrawling, chapters 5 and 6
 Character prescribed, grove,  Class discussion:
Development squabbling, splurged, 1. What’s your opinion
 Denotation slithering, prancing) about the joke that
and  Read and discuss Jess and Leslie play on

9

Connotation chapters 5 and 6
 Write down predictions
as they read and
compare them to what 2.
happens in the story.
 Discuss characters as
they are developed
throughout the novel
 Recognize where
writer’s use denotation
and connotation
 Making predictions
1.
 Class Discussion:
1.
2.
 Denotation and
1.
 Assignment:
1.
10
10
Janice? Describe your
own reactions to the
joke.
Think about Brenda
and Ellie’s reaction to
Leslie. How is Leslie
different from their
ideas of what a girl
should be like? Why
does their reaction
make Jess angry?
Predict what might
happen in Chapter 7
between Janice Avery,
Leslie and Jess. Write
down two possibilities.
Character
Development
What kind of
characteristics do
Leslie and Jess display
in this section?
Discuss whether or not
the events in chapter 5
change your opinion
about them. Explain
your reaction.
How does Jess act
towards his father and
May Belle at
Christmas? Discuss
how Jess’s thoughts
and actions build a
more complete picture
of him. What feelings
and attitudes does he
keep to himself? Why
does Jess remain
silent?
Connotation
Chapter 6 ends with
the sentence, “It felt
like Christmas again.”
Discuss what this
sentence suggest or
connotes about Jess’s
feelings. What does he
think Christmas
should feel like? What
event or interaction
has made Jess feel that
Christmas has arrived?
What were your
predictions, questions,
and connections as
you read? Write about
one of them in journal.

Week 5  Test  Answer questions on
 Chapter Log 1 chapters 5-6 and be able
to 6 to match words with
 Vocabulary for correct definitions and
chapters 7-8 use words to complete
 Chapter 7- 8 sentences (test)
 Define 20 words; give
their part of speech and
use them in a sentence.
(dregs, canker, mother
lode, prospectors,
garish, hostile, sire,
realm, alcove, vile,
sassy, complacent,
prissy, slunk, pew,
unison, congregation,
sanctuary, vile, raveled)
 Complete chapter log
on chapters 1-6
 Read and discuss
chapters 7 -8.
Week 6  Vocabulary  Define words and use
Review them to complete
 Vocabulary sentences (quiz).
Quiz  Answer questions on
 Questions on chapters 7-8
chapters 7-8  Compare and contrast
 Chapter 7 – 8 characters in the story.
(Compare and (Discuss the contrasts
Contrast) between Jess and
 Writer’s Craft Leslie’s relationship
(Description) with their parents. Jess
and Leslie seem to
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11
 Test # 2 on vocabulary  file:///T:/9780439
for chapters 5 and 6 271714-001.pdf
and writer’s craft  Bridge to
(character Terabithia
development,
denotation and
connotation)
 Use a dictionary to
define words, find part
of speech of each
word and be able to
use them in a sentence.
 Assignment:
1. What were your
predictions, questions,
and connections as
you read? Write about
one of them in your
journal.
 Class discussion
1. Discuss what Jess
learns about himself as
he works on “the
golden room” and
spends time with the
Burkes. What are
some things that
particularly interest
him about the Burke
family?
2. What are Leslie’s
reactions to the Easter
ceremony at Jess’s
church? Why is Jess
surprised by her
reactions?
 Quiz # 3 Vocabulary  file:///T:/Bridge%
 Answer questions on 20to%20Terabithi
chapters 7-8 a--
 Compare and Novel%20Study%
Contrast 20Guides%20for
1. Contrast Jess and %20the%20Teach
Leslie’s new attitude er.html
toward Janice Avery  Bridge to
with their new Terabithia
attitude. What causes
the change?
2. Describe Leslie’s

grow closer as they
learn more about the
differences between
their families and their
beliefs. Discuss why 3.
this is so. Do you think
growing closer is usual
or unusual among
people from different
backgrounds? Explain
why.)
 Identify descriptive
words and phrases to
become involved in the  Assignment:
story. 1.
Week 7  Vocabulary for  Define 20 words; give  Test # 3 on chapters 7
chapters 9 - 10 their part of speech and
 Test # 3 use them in a sentence
 Read chapters (elements, conspiring,
9 - 10 mournfully, sodden,
 Class dignity, sporadically,  Use a dictionary to
Discussion on vanquished, perceive,
chapters 9 - 10 discern, plodding,
 Visualizing scrawny, idly, udder,
anxiety, flank,
absorbed, vaulted,  Class discussion
liberated, disguised, 1.
kinship)
 Test # 3
 Read chapters 9 - 10
 Class discussion on
chapters 9 -10
 Visualize characters,
setting, and events.
1. Draw a picture of
Janice Avery, Joyce
Ann, the Burke’s House
and Terabithia.
2.
 Visualizing
1.
12
12
general behavior as a
student. How does her
behavior contrast with
that of her classmates?
As Leslie and Jess’s
friendship grows, the
more likeness we see
between them.
Compare the two
friends. What traits do
they share? What are
their strangest bonds?
What were your
predictions, questions,
and connections as
you read? Write about
one of them in your
journal.
 file:///T:/9780439
– 8 and 271714-001.pdf
compare/contrast and  Bridge to
writer’s craft Terabithia
(description)  file:///T:/Bridge%
20to%20Terabithi
define words, find part a--
of speech of each Novel%20Study%
word and be able to 20Guides%20for
use them in a sentence. %20the%20Teach
er.html
In these chapters, Jess 
experiences a number
of contradictory
feelings. Find and
discuss various
sections from these
chapters in which Jess
experiences the
following feelings:
trust and doubt, fear
and courage, honesty
and a feeling of being
slightly dishonest and
happy relaxation and
sudden shock.
Now consider the titles
of chapters 9 and 10.
How are they
contradictory? How
does the very end of
Chapter 10 fit with the
title of Chapter 9?
(Assignment)
Reread the paragraph
in chapter 9 that
begins “When they got
to the bank of the
creek, they stopped.”
Visualize the scene.

Week 8  Quiz # 4  Define words and use
 Writer Craft: them to complete
Atmosphere sentences (quiz).
 Chapter Log  Recognize the general
for chapters 7 feeling or mood in a
– 10 chapter (atmosphere).
 Vocabulary for  Define 20 words; give
chapters 11 – their part of speech and
12 use them in a sentence
 Writer’s Craft: (relentlessly, dread,
Character lopsided, hurtling,
Development dredging, rumpled,
accusation, doused,
cider, fitting, knocker,
snicker, smothering,
mushy, cremated,
retrieved, bold)
 Describe a character of
choice from the story
 Write chapter log for
chapters 7 – 10.
Week 9  Revision of  Revision of chapters 9
chapters 9 - 10 – 10.
 Test # 4  Answer questions on
 Response chapters 9 – 10 (test #
Journal 4)
 Chapters 11 –  Construct a response
12 journal
 Class  Read chapters 11 and
Discussion on 12
chapters 11 -  Be able to have a group
12 discussion on chapters
the stages of grief
experienced by Jess
when Leslie dies.
13
13
Then draw a detailed
picture that shows how
you see Terabithia
after the days of heavy
rain. Use other details
from the chapter if you
want. Write a caption
of at least two
sentences for your
picture. (Graded)
 Assignment:
Questions on chapters
9 – 10.
 Quiz # 4 on  Bridge to
vocabulary words for Terabithia
chapters 9 – 10  file:///T:/Bridge%
 Atmosphere: identify 20to%20Terabithi
the atmosphere in a--
chapter 9 and how it Novel%20Study%
changes in chapter 10. 20Guides%20for
Discuss the change in %20the%20Teach
atmosphere and list er.html
words or brief phrases 
that summarize it.
Talk about how the
atmosphere
completely changes
again in the last few
paragraphs of chapter
10.
 Use a dictionary to
define words, find part
of speech of each
word and be able to
use them in a sentence.
 Character
development:
1. Write a poem about
one of the characters
in the story.
 Write chapter log for
chapters 7 – 10.
 Answer questions on  Bridge to
chapters 9 – 10. Terabithia
 Test # 4 on chapters 9
– 10 and atmosphere.
 Response Journal
1. Write about why Jess
is so afraid to go to
Terabithia during this
time of heavy rain and
why he undertakes the
trip anyway. Do you
think his fears as well
founded? Do you think
he’s justified in
making the same trip
again? Explain why or
why not?
2. Jess has some
conflicting feelings as
 14

he sets off for

Washington, D.C. with
Miss Edmunds.
Describe Jess’s
feelings and explain
why he’s experiencing
them.
 Class Discussion
1. Psychologists say that
when people
experience a serious
loss, they go through
various stages of grief.
Discuss how jess goes
through the following
stages after Leslie’s
death:
a. Denial: person refuses
to accept that a terrible
event had happened.
What routine acts does
he carry out as if
nothing has happened?
b. Anger: the person
feels angry at the
loved one who has
died and at anyone
who accepts this
death. Discuss some
ways in which Jess
displays his anger.
c. Guilt: person feels
responsible for the
death or feels that he
or she could have
prevented it in some
way. Why does Jess
feel guilty about or
responsible for
Leslie’s death?
d. Acceptance: the
person accepts the
bitter facts of loss.
Discuss the point in
Chapter 12 in which
Jess finally accepts the
fact that Leslie is dead.

Week  Vocabulary  Review vocabulary to  Complete a  file:///T:/9780439

10 Revision prepare for test. vocabulary puzzle 271714-001.pdf
 Test # 5  Answer questions on  Test # 5 on  Bridge to
 Cause and vocabulary words and vocabulary 11 – 12 Terabithia
Effect stages of grief (test # 5) and on stages of grief.
 Writer’s Craft:  Be able to identify  Cause and Effect:
Dialogue cause and effect. 1. Work with a partner to
 Response  Identify dialogues list a series of causes
Journal which show how and effects you’ve
characters feels or discovered in the story
think. so far.
 Express the effects of 2. What was the cause of
losing someone. Leslie’s death? What

14
 15

effect does the news of

her death have on Jess
at first?
 Dialogue
Skim through chapters you
have read to identify and
share examples of dialogue
that shows how characters
feel or think.
 Response Journal:
Write about someone you
have lost, either through
death or some kind of
separation. What were your
feelings at the time? How
have you coped with those
feelings as time has
passed?

Week  Vocabulary  Define 20 words; give  Use a dictionary to  file:///T:/9780439

11 Development their part of speech and define words, find part 271714-001.pdf
 Chapter 13 use them in a sentence of speech of each  Bridge to
 Class  Read and discuss word and be able to Terabithia
Discussion Chapter 13 use them in a sentence.
 Making  Be able to reach a  Class Discussion on
Inferences conclusion after chapter 13
 Response studying facts (infer). 1. The word bridge can
Journal  Express their opinions refer to a concrete
 Theme through writing object such as a
 Identify themes platform, a
passageway, or a
structure built across a
river. The word bridge
can also be a
metaphor, a word that
stands for or
symbolizes something
else. It can also mean
going from one stage
of life to another.
Brainstorm as many
metaphoric meanings
as possible for the
word bridge in the
context of this story.
Spur discussion by
first considering the
following question:
what are some of the
bridges Jess crosses in
the story?
 Making Inferences
In this chapter, Katherine
Paterson doesn’t tell you
explicitly, or in so many
words that Jess is
recovering from the death
of Leslie. Yet, with the
facts that are given, you
can infer, or reach a valid
conclusion, that Jess is

15

Week  Quiz # 5  Define words and use
12  Presentation them to complete
 Movie sentences (quiz).
 Prepare a dialogue and
present it to the class
 Watch the movie and
identify differences
between the movie and
the book
16
16
going to be all right. Write
down some of the facts in
the chapter that lead to this
inference.
 Response Journal:
1. What does Jess
accomplish as he acts
out the role of King
when he goes back to
Terabithia? How do
you think he feels after
doing this?
2. Firm friends build
string bonds and
connect in many
different ways. What
do you think Leslie
learned from her
friendship with Jess?
What has Jess learned
from his friendship
with Leslie?
 Themes:
1. Discuss the themes in
Bridge to Terabithia.
Also talk about books
you’ve read that have
some of the same
themes as this book.
 Quiz # 5 on  file:///T:/9780439
vocabulary for 271714-001.pdf
Chapter 13  Bridge to
 Presentation: Terabithia
1. Choose four
characters, other
than Leslie, whom
you’ve watched
developed as you
read the story.
2. Imagine the four
characters sharing
their memories of
Leslie and telling
about how she
changed their
lives or what they
remember about
her. Write a script
in which the four
characters talk
about Leslie. Each
of the characters
should speak at
least three or four
times.
3. After you’ve
written the script,
present it to the
class.
 17

Third Term Weekly Scheme

Objectives: Upon completion of Third Quarter, students will be able to:
1. Distinguish between a short story and a novel
2. State differences between poetry and prose
3. Relate important incidents in the novel The Young Warriors
4. Define, identify and explain types of figurative language in the novel
5. Write and explain similes and other types of figurative language on their own
6. Summarize and retell the short stories covered from Alchemy of Words
7. Demonstrate and develop an appreciation for the poems covered in class
8. Write weekly entries/logs on chapters of novel

Week Topics Objectives Assessments References

Week 1  Elements of a short  List, define and  Worksheet on  The Alchemy of
story/novel identify elements of a short Words by Derek
 Plot elements of a story/novel Satchwell
 Characters short  Answer questions on
 Setting story/novel Bertie Bullfrog
 Point of View  Read and  Use a dictionary to
 Themes discuss Bertie find the meaning and
 Conflict Bull Frog part of speech for
 Bertie Bull Frog  Define words words from chapters
 Vocabulary from chapters 1-2 of The Young
Development 1-2 of The Warriors
Young Warriors
Week 2  Quiz # 1  Complete a quiz  Quiz # 1 Vocabulary  The Young
 Elements of a short on elements of a story/novel Warriors by V.S.
story/novel short  Class Discussion Reid
 Style story/novel  Exercises on mood,
 Tone  List, define and tone, style and
 Audience identify audience
 Mood elements of a  Picture of setting in
 The Young Warriors short The Young Warriors
 Setting story/novel
 Read and
discuss chapters
1- 2 of The
Young Warriors
 Draw a picture
depicting the
setting in The
Young Warriors
Week 3  Test # 1  Complete a test  Test # 1 Elements of a  The Young
 Vocabulary on elements of a short story/novel Warriors
Development short  Character Sketch
chapters 3-4 story/novel  Use a dictionary to
 The Young Warriors  Define words find the meaning and
 Character Sketch from chapters part of speech of
3-4 words from chapters
 Read and 3-4
discuss chapters
3-4
 Complete a
character sketch
Week 4  Quiz # 2  Complete a quiz  Quiz # 2 Vocabulary  The Young
 Vocabulary on vocabulary from chapters 3- 4 Warriors
Development chapters 3- 4  Use a dictionary to
chapters 5 - 6  Define and find the meaning of
write sentences words from chapters
suing words 5-6
17
 18

from chapters 5  Class Discussion on

-6 chapters 5-6
 Read and
discuss chapters
5- 6
Week 5  Chapter Log  Complete  Complete chapter log  The Young
 Test # 2 chapter log on on chapters 1 -6 Warriors
 Vocabulary chapters 1-6  Test # 2 on chapters 1
Development  Complete test –4
chapters 7-8 on chapters 1-4  Use a dictionary to
 Read and discuss  Define and fond the meaning and
chapters 7-8 write sentences part of speech of
using word words from chapters
from chapters 7-8
7- 8  Answer questions on
 Read and chapters 7-8
discuss chapters
7-8
Week 6  Summary Writing  Write summary  Write a summary of  The Young
 Test # 3 of chapters 7-8 chapters 7-8 Warriors
 Review Figurative  Complete test  Test # 3 on chapters 7-  The Alchemy of
Languages on chapters 7-8 8 and vocabulary Words by Derek
 My Uncle Ben and vocabulary  List figurative Satchwell
words languages used in
 Identify chapters 1 – 8
figurative  Class Discussion on
languages used My Uncle Ben
in chapters 1-8  Answer questions on
 Read and My Uncle Ben
discuss My
Uncle Ben
Week 7  Quiz # 2  Complete quiz  Quiz # 2 on figurative  The Young
 Vocabulary on figurative languages used in Warriors
Development, languages used chapters 1 -8
chapters 9-10 in chapters 1 -8  Use a dictionary to
 Chapters 9 – 10  Define and find the meaning and
 Summary Writing of write sentences part of speech of
chapters 9-10 using words words from chapters
from chapters 9 9-10
– 10  Class discussion on
 Read and chapters 9-10
discuss chapters  Answer questions on
9 – 10 chapters 9-10
 Write a  Write a summary of
summary of chapters 9-10
chapters 9-10
Week 8  Test # 4  Complete test  Test # 4 on chapters 9- 
 Role Play on chapters 9- 10 and vocabulary
 Vocabulary 10 and words
Development, vocabulary  Role play a scene from
chapters 11 -13 words chapters 1 -10
 Role play a  Use a dictionary to
scene from find the meaning and
chapter 1- 10 part of speech of
 Define and words from chapters
write sentences 11-13
with words
from chapters
11-13

18
 19

Week 9  Quiz # 3  Complete a quiz  Quiz # 3 Vocabulary  The Young

 Chapters 11-13 on vocabulary Development Warriors
 Themes from chapters  Read and discuss
 Vocabulary 11-13 chapters 11 -13
Development,  Read and  Identify and explain
chapters 14 - 17 discuss chapters themes found in
11-13 chapters 1 – 13
 Identify and  Use a dictionary to
explain themes find the meaning and
found in part of speech of
chapters 1 – 13 words from chapters
 Define and 14-17
write sentences
using words
from chapters
14-17
Week 10  Chapters 14-17  Read and  Class discussion on  The Young
 Conflict discuss chapters chapters 14-17 Warriors
 Book Review 14-17  Identify and explain
 Test # 5  Identify and conflicts in the novel
explain  Complete test on the
conflicts found novel
in the novel  Assignment: complete
 Complete a a book review
book review
 Complete test
on the novel
Week 11  Review Week  Prepare for  Worksheets/Games
exam
Week 12  Exam Week  Exam Week  Exam Week

19