a.  Elements of Literature Annotated Teacher's Edition

 b.  Elements of Literature Student Text

 c.  Language and Writing Skills Worksheets (grammar handouts)

 d.  Vocabulary Workshop (student worksheets)

 e.  Teaching Resources for literature collections, A and B

 f.  Integrated Performance Assessment

 g.  Portfolio Management System

 h.  Test Booklet

 i.  Videodisc Program (teacher's manual with worksheets)

 j.  Writer's Workshop (writing text)

 k.  Writer's Workshop Teacher's Manual (worksheets for planning writing)

 l.  Transparencies and Transparency Directory

 m.  Integrated Performance Assessment

 n.  Audiovisual Resources

 o.  Laser discs

 p.  Holt High School Handbook and Teacher's Guide

2.  Writing Helps: Masters for the SPJUSD Teacher

3.  Supplemental literature texts, specific to local site, to include: Hamlet, Jane Eyre, Animal Farm, Lord of the Flies, Ivanhoe, Pride and Prejudice, Oliver Twist, Great Expectations, A Christmas Carol, Frankenstein, The Iliad, The Odyssey, The Inferno, Pilgrim's Progress, The War of the Worlds

2.  Students write paper or paragraph explaining why the literature is or is not a classic form of that type of literature:
Satire: The Rape of the Lock, Elements of Lit. complete course text
Parody:  Sonnet 130, Elements of Lit. complete course text
Allegory:  Animal Farm supplemental novel
Romance:  Sir Gawain and the Green Knight, Elements of Lit. text

3.2  Read King James Bible selections in Elements of Lit. complete course text and explain writers' viewpoints. 

3.3, 3.4 Poetry unit:

1.  Students form groups to study poetry of various English poets, including introductory background of literary period, authors' histories,
oral readings, interpretation and explanation of imagery, etc., final
commentary/analysis about literary period

2.  Groups present projects orally, using multimedia enhancements

3.5  (American Lit. covered in 11th grade--see 11th grade standards.)

3.6  Compare and contrast archetypal heroes--Beowulf, Sir Gawain--extend comparison with Hamlet and Macduff (of Macbeth)
(See READING 3.3, 3.4 lesson plan.)

3.8  Discuss roles of women in major works after all three have been read: 
                        Beowulf, Macbeth, Jane Eyre

3.9  (Incorporate during READING 3.3, 3.4 lesson plan.)

1.) Have students read at least two literary works of the same genre from different historical periods, and compare and contrast elements such as characterization, setting, and social and other influences. They may analyze one or more of the elements. Example: After reading Shakespeare's Macbeth and Sophocles' Oedipus the King, have students compare and contrast the tragic hero's flaw (hamartia) in each play. They can use a Venn Diagram as a pre-write/ graphic organizer.

2.  Lanugage and Writing Skills Worksheets

3.  Vocabulary Workshop

4.  Elements of Literature text questions and writing assignments

5.  Teaching Resources A and B

6.  Writing assignments in Writing Helps notebook

7.  SPJUSD writing rubrics

8.  English Workshop writing assignments

1.) Students may do a variety of activities to demonstrate their mastery of literary response and analysis of literature. Write an expository essay using word processing Give a speech using a graphic created by technology Prepare and present a debate or panel discussion Enact key scenes that clearly illustrate the differences between the heroes Students must demonstrate a clear understanding of Aristotle's definition of a tragic hero. The hero must: be the protagonist, have a tragic flaw, (hamartia) elicit pity and fear from the audience, bring about his own downfall through an error in judgment or flaw in character, affect the entire community through his actions, be noble, elicit a catharsis of pity and fear.