PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
STANDARD 12.3 STRAND: READING ANALYSIS GRADE LEVEL 12
12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms, literary and classical allusions in text. e) Expand general and specialized vocabulary through speaking, reading, and writing. f) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
STANDARD 12.4 STRAND: READING ANALYSIS GRADE LEVEL 12
12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. a) Compare and contrast the development of British literature in its historical context. b) Recognize major literary forms and their elements. c) Recognize the characteristics of major chronological eras. d) Relate literary works and authors to major themes and issues of their eras. e) Analyze the social and cultural function of British literature. f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism) supports the subject, mood, and theme. g) Compare and contrast traditional and contemporary poems from many cultures. h) Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. i) Compare and contrast dramatic elements of plays from American, British, and other cultures.
STANDARD 12.5 STRAND: READING ANALYSIS GRADE LEVEL 12
12.5 The student will read and analyze a variety of nonfiction texts. a) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. b) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. c) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different conclusions. d) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text. e) Identify false premises in persuasive writing. f) Draw conclusions and make inferences on explicit and implied information using textual support.
Note: 12.5a can be summarized into three significant questions: What does the text say? What does it mean? Why does it matter?
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Language Language Arts Author Holt Textbook Genre Setting or Arts Instructional Focus Title, Challenge Cultural Objectives Level and/or Lexile Perspective
Apply Language Arts Standards 12.3 a-f as appropriate. Apply 12.5a (Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts) to all reading selections.
Instructors will use the following selections for instructional examples.
SOL 12.3f • Use knowledge of evolution and effects of language Exploring British SOL 12.4a • Trace development of British literature in historical context Literature: Introducing Nonfiction: Reading text SOL 12.4c • Recognize characteristics of major chronological eras Informational the Essentials Informational materials to develop SOL 12.4d • Relate literary works and authors to major themes and issues of materials pp. 1-17 background SOL 12.4e eras On level knowledge SOL 12.5a • Analyze the social and cultural function of British literature Introduction: SOL 12.5b • Generate and respond logically to literal, inferential, evaluative, Questions of the Times; SOL 12.5f synthesizing, and critical thinking questions Historical Essay; A • Analyze and synthesize information Changing Language; Timeline; The Legacy of • Draw conclusions and make inferences on explicit and implied the Era information using textual support pp. 18-37 pp. 290-309 pp. 558-577 pp. 750-767 pp. 910-927 pp. 1096-1113 SOL 12.4a • Compare/contrast development of British lit. in historical context Text Analysis Workshop: SOL 12.4b • Recognize major literary forms and their elements Informational On level Nonfiction: Reading to develop SOL 12.4c • Recognize the characteristics of major chronological eras materials Expository background SOL 12.4d • Analyze the social and cultural function of British literature “The Epic” Essay knowledge SOL 12.4e • Generate and respond logically to literal, inferential, evaluative, pp. 38-39 SOL 12.4f synthesizing, and critical thinking questions “Medieval Narratives” SOL 12.5a • Analyze and synthesize information pp. 140-141
SOL 12.5b • Draw conclusions and make inferences on explicit and implied “The Sonnet Form” SOL 12.5f information using textual support pp. 310-311 Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
“Shakespearean Cont. Cont. SOL 12.4a • Compare/contrast development of British literature in historical Cont. Tragedy” Nonfiction: Reading to develop SOL 12.4b context Informational pp. 342-345 Expository background SOL 12.4c • Recognize major literary forms and their elements materials “Metaphysical Poetry” Essay knowledge SOL 12.4d • Recognize the characteristics of major chronological eras pp. 514-515 th SOL 12.4e • Analyze the social and cultural function of British literature “Nonfiction in the 18 SOL 12.4f • Generate and respond logically to literal, inferential, evaluative, Century” SOL 12.5a synthesizing, and critical thinking questions pp. 576-577 SOL 12.5b • Analyze and synthesize information “Satire” SOL 12.5f • Draw conclusions and make inferences on explicit and implied pp. 608-609 information using textual support “Romanticism” pp. 796-797 “Form and Meaning in Poetry” pp. 846-847 “The Growth and Development of Fiction” pp. 968-969 “Modernism” pp. 1114-1115 “Literature as Social Criticism” pp. 1240-1241 SOL 12.4a • Recognize development of literature in British historical context SOL 12.4b • Identify elements of the epic form, e.g., long narrative poem; Scops Excerpts from Beowulf Epic Poem Anglo Saxon Period SOL 12.4c hero who saves a culture; setting (Denmark in the 4th century; Trans. Burton pp. 40-73 SOL 12.4d told in Anglo-Saxon Britain) Raffel SOL 12.4e • Recognize and explain use of imagery, personification, simile, On level SOL 12.4f metaphor (kenning), caesura, alliteration, rhythm SOL 12.4g • Recognize literary characteristics and effects of the Anglo-Saxon period • Identify, develop, and analyze theme topics: fate, good vs. evil, the gods • Analyze the social and cultural function of poem • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Use to compare to epics from other cultures and/or eras, e.g., excerpts from the Iliad
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.4a • Recognize development of literature in British historical context SOL 12.4 • Recognize and explain use of elements of narrative poetry: Chaucer, The Canterbury Tales, Poetry - Medieval SOL 12.4c characterization, plot, setting, imagery, figures of speech, diction, Geoffrey Prologue and teacher- Narrative Period SOL 12.4d structure (frame story) Trans. Nevill selected tales England SOL 12.4f • Recognize and explain use of tone, e.g., comic, satirical, pious, Coghill pp. 142-166, 169-180, SOL 12.4g bawdy 183-197 • Recognize and explain use of voice: Chaucer himself in the persona of a naïve observer More challenging • Recognize literary characteristics and their effects of the era: poetry, storytelling • Identify, develop, and analyze theme topics, e.g., courtly love, corruption, community, plague, feudalism, role of church • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Use to compare to a long narrative character poem from another culture and/or era SOL 12.4b • Recognize major literary forms and their elements. Foster, How to Read Literature Nonfiction: Reading text SOL 12.4d • Relate literary works and authors to major themes and issues of Thomas C. Like a Professor Informational materials to SOL 12.4f their eras. Reading develop SOL 12.4h • Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, 820L background SOL 12.4i repetition, alliteration, assonance, and parallelism) supports the knowledge SOL 12.5a subject, mood, and theme. Less challenging SOL 12.5b • Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect. • Compare and contrast dramatic elements of plays from American, British, and other cultures. • Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts. • Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
Instructors will select one of the plays by Shakespeare from the list below.
SOL 12.3d • Identify the meaning and effects of literary and classical allusions SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Shakespeare, Macbeth Drama Middle SOL 12.4a the meaning of texts William Ages, SOL 12.4c • Recognize the development of literature in British historical pp. 346-431 Scotland Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.4e context (Renaissance Britain) SOL 12.4h • Recognize characteristics of major eras: Renaissance Britain More challenging SOL 12.4i • Analyze the social and cultural function of Shakespeare’s plays • Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect: e.g., witches, riddles, battles, weather, hallucinations, imagery of blood, sleep, clothing, animals • Recognize, develop, and analyze theme topics, e.g., ambition, nature of manhood, kingship, appearance vs. reality, treachery vs. loyalty, order vs. chaos • Use to compare/contrast dramatic elements of play to those of other times and cultures SOL 12.3d • Identify the meaning of literary/ classical allusions SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Shakespeare, Hamlet Drama Denmark SOL 12.4a the meaning of texts William SOL 12.4c • Recognize development of literature in British historical context More challenging (Renaissance Britain) SOL 12.4e • Recognize characteristics of major eras: Renaissance Britain Not in H-M Text SOL 12.4h • Analyze the social and cultural function of Shakespeare’s plays SOL 12.4i • Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect: e.g., ghosts, play within a play, imagery of disease, gardens, sun, sport, motifs of honesty, humanist virtues, spies • Recognize, develop, and analyze theme topics, e.g., appearance vs. reality, unsimple truth, coming of age, love fallen away, duty, contamination/corruption, order vs. chaos • Compare/contrast dramatic elements of play to those of other times and cultures SOL 12.3d • Use knowledge of effects of language to comprehend and elaborate SOL 12.3f the meaning of texts, inc. syntax and diction Shakespeare, Othello Drama Cyprus SOL 12.4a • Identify the meaning of literary and classical allusions William SOL 12.4c • Development of literature in British historical context More challenging (Renaissance Britain) SOL 12.4e • Recognize characteristics of major eras: Renaissance Britain Not in H-M Text SOL 12.4h • Analyze the social and cultural function of Shakespeare’s plays SOL 12.4i • Analyze how dramatic conventions including character, scene, dialogue, and staging contribute to the theme and effect: e.g., soliloquies, monologues, foreshadowing, symbols (song, handkerchief, black and white), imagery of animals, pain, evil • Recognize, develop, and analyze theme topics, e.g., appearance vs. reality, jealousy, blindness of love, isolation, incompatibility Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
of love and war, order vs. chaos • Compare/contrast dramatic elements of play to those of other times and cultures Instructors will use the following poetry, nonfiction, and fiction selections as instructional examples.
SOL 12.4b • Recognize characteristics of English Renaissance era as SOL 12.4c represented in text Excerpts from the Poetry 17th Century SOL 12.4e • Use knowledge of effects of language to comprehend and elaborate King James Bible Parable SOL 12.5f the meaning of texts pp. 480-486 Traditional/ • Analyze the social and cultural function of British literature, esp. Renaissance cultural heritage and effect of KJ Bible On level • Draw conclusions and make inferences on explicit and implied text SOL 12.3d • Recognize characteristics of English Renaissance era as SOL 12.3f represented in poem Milton, John Excerpts from Epic poetry 17th Century SOL 12.4b • Use knowledge of effects of language to comprehend and elaborate Paradise Lost SOL 12.4c the meaning of texts pp. 493-502 Traditional/ SOL 12.4d • Identify the meaning of literary /classical allusions Renaissance SOL 12.4f • Recognize literary elements of the epic and sonnet -Cont. More challenging SOL 12.4g • Identify characteristics of major chronological eras And • Recognize and analyze themes of the era, e.g., the Fall, obedience/disobedience, power, the pattern of the universe Selected Sonnets Poetry: pp. 488-491 • Explain effects sound devices to support subject and mood: rhyme, Traditional/ On level rhythm, onomatopoeia, repetition, alliteration, assonance, and Renaissance parallelism • Identify and analyze use of imagery, allusion, and figures of speech, including extended metaphor, simile, puns, paradox to support theme • Compare to epic poems from other cultures and/or time periods, as Beowulf SOL 12.3f • Recognize characteristics of metaphysical poetry as represented in SOL 12.4b poems Donne, John "A Valediction: Poetry: 17th Century SOL 12.4c • Use knowledge of effects of language to comprehend and elaborate Forbidding Mourning" Metaphysical Metaphysical SOL 12.4d the meaning of texts pp. 518-520 SOL 12.4f • Identify and analyze elements of metaphysical poetry: figures of SOL 12.4g speech, e.g., conceits, extended metaphor, paradox, puns, and imagery “Holy sonnet 10” • Recognize and analyze themes of the era, e.g., religion, loss p. 521 through death; this world vs. eternity • Identify and analyze use of imagery to support themes: circles, More challenging Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
gold, math compass, the heavens • Analyze effect of sincere tone and voice • Identify how sound devices support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, consonance • Compare to poems from other cultures and/or time periods SOL 12.3d • Use knowledge of effects of language to comprehend and elaborate “On My First Son” SOL 12.3f the meaning of texts Jonson, Marvell, “Song: To Celia” Lyrical Poetry: 17th Century - SOL 12.4b • Recognize major literary forms and their elements Herrick, pp. 526-528 Classicist Classicists SOL 12.4c • Recognize characteristics of major chronological era as represented Lovelace SOL 12.4d in poems “To His Coy Mistress” SOL 12.4f • Identify the meaning of literary /classical allusions pp. 532-533 SOL 12.4g • Recognize influence of Jonson and “sons of Ben” (Cavalier) • Identify and analyze elements of classicist poetry: balanced, “To the Virgins to Make rhetorical, simplicity of thought and design, social function of Much of Time” p. 534 poetry • Recognize and analyze theme topic of the era: carpe diem “To Althea, from Prison” p. 535 • Compare to poems from other cultures and/or time periods On level SOL 12.4b • Compare and contrast the elements of the diary and the essay SOL 12.4c • Identify literary characteristics of the era: essays, journals, diaries, Pepys, Samuel Excerpts from The Diary Nonfiction: Restoration Period SOL 12.4d scientific articles 1240L Diary SOL 12.4e • Relate works to themes and issues of era pp. 580-587 SOL 12.5d • Analyze the social and cultural function of these nonfiction texts On level SOL 12.5f • Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, understatement in text, and rhetorical Excerpt from The devices Spectator Nonfiction: • Draw conclusions and make inferences based on explicit and Addison, Joseph 1300L Essay implicit information in text pp. 602-605 SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Defoe, Daniel Excerpt from Robinson Fiction: Novel Restoration Period SOL 12.4c • Identify elements of a journal: introspection, facts, observations, Crusoe SOL 12.4d descriptions, personal viewpoints, first person point of view p. 591 SOL 12.4e • Relate works to themes and issues of era, e.g., misery, God, SOL 12.5d selflessness, the human spirit, compassion, plague, history Excerpt from (Pseudo) SOL 12.5f • Analyze the social and cultural function of these nonfiction texts A Journal of the Plague Journal • Recognize and analyze use of ambiguity, contradiction, paradox, Year irony, overstatement, and understatement in text 1470L • Draw conclusions and make inferences based on explicit and pp. 594-598
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
implicit information in text On level
SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Swift, Jonathan "A Modest Proposal" Nonfiction: Neoclassical Period/ th SOL 12.4c • Recognize characteristics of Neoclassical era, esp. rhetorical 1590L Persuasive 18 Century SOL 12.4d devices, public function of literature pp. 622-631 Essay SOL 12.4e • Recognize major literary forms and their elements: persuasive SOL 12.5d essay, Horatian and Juvenalian satire, (e.g., use of irony, More challenging SOL 12.5e sarcasm, wit, parody, understatement, overstatement to attack SOL 12.5f or expose folly, vice, or stupidity to mock or change something) • Relate themes to era: absentee British landlords in Ireland, starvation • Analyze the social and cultural function of British literature • Draw conclusions and make inferences based on explicit and implicit information in text SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Wollstonecraft, Excerpt from Nonfiction: Neoclassical Period/ th SOL 12.4c • Recognize characteristics of Neoclassical era Mary A Vindication of the Persuasive 18 Century SOL 12.4d • Recognize major literary form and elements: persuasive essay with Rights of Woman Essay SOL 12.4e rhetorical language/devices SOL 12.5d • Relate to themes of era: gender equity, education 1350L SOL 12.5e • Analyze the social and cultural function of British literature pp. 720-726 SOL 12.5f • Draw conclusions and make inferences based on explicit and implicit information in text On level SOL 12.3c • Apply knowledge of words: connotation, denotation, meaning of SOL 12.3d allusions Blake, William “The Lamb” and “The Poetry 18th Century – SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Tyger” Pre-Romantic SOL 12.4b the meaning of texts pp. 770, 774 SOL 12.4c • Recognize major literary forms and their elements: lyric poetry, SOL 12.4d inc. sound, rhythm, rhyme, figures of speech, imagery, allusion, Less challenging SOL 12.4f paradox, ambiguity SOL 12.4g • Recognize characteristics of 18th Century/pre-Romantic • Relate themes to the era, e.g., religious concerns, value of individual experience • Figures of speech: symbols, allusion, personification, paradox, imagery SOL 12.3c • Apply knowledge of words: connotation, denotation, allusions th SOL 12.3d • Use knowledge of diversity and effects of language to comprehend Burns, Robert “To a Mouse” Poetry 18 Century – SOL 12.3f Pre-Romantic Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.4b and elaborate the meaning of texts OR SOL 12.4c • Recognize major literary forms and their elements: satire, poetry, SOL 12.4d inc. sound, rhythm, rhyme, figures of speech, imagery, allusion, “To a Louse” SOL 12.4f ambiguity pp. 784-786, 787-788 SOL 12.4g • Recognize characteristics of 18th Century pre-Romantic poetry • Relate themes to the era, e.g., religious and social concerns, man On level and nature’s similarities • Figures of speech: symbols, allusion, personification, paradox, imagery SOL 12.3c • Apply knowledge of words: connotation, denotation, allusions th SOL 12.3d • Use knowledge of effects of language to comprehend and elaborate Wordsworth, "The World is Too Poetry 19 Century/ SOL 12.3f the meaning of texts William Much With Us" Romantic SOL 12.4b • Recognize major literary form and its elements: sonnet, sound, p. 717 SOL 12.4c rhythm, meter, figures of speech, and puns, imagery, structure, SOL 12.4d themes, metaphor, allusion, personification On level SOL 12.4f • Recognize characteristics of Romanticism. SOL 12.4g • Identify tone and voice: thoughtful, despairing • Identify and analyze imagery to support theme topics, e.g., nature, the imagination, emotion “recollected in tranquility” • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance • Compare to poems from other cultures and/or time periods SOL 12.3c • Apply knowledge of words: connotation, denotation, meaning of SOL 12.3d allusions Coleridge, "The Rime of the Narrative 19th Century/ SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Samuel Ancient Mariner" Poetry Romantic SOL 12.4b the meaning of texts pp. 814-834 SOL 12.4c • Recognize major literary form and poem’s elements: narrative SOL 12.4d poetry, symbols, allegory, sound, rhythm, meter, figures of On level SOL 12.4f speech, imagery, structure, themes, dramatic irony SOL 12.4g • Recognize characteristics of Romanticism • Identify and analyze imagery to support theme topics, e.g., nature, the imagination, man’s relationship to man • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Compare to poems from other cultures and/or time periods SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Byron, Lord “She Walks in Beauty” Poetry 19th Century/ SOL 12.4c • Recognize characteristics of Romanticism George p. 850 Romantic Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.4d • Recognize and analyze elements of poetry: voice, tone, sound, SOL 12.4f rhythm, meter, figures of speech, imagery (nature, light/dark), Less challenging SOL 12.4g structure, themes (inner and outer beauty) • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance • Compare to poems from other cultures and/or time periods SOL 12.3c • Apply knowledge of words: connotation, denotation, meaning of SOL 12.3d allusions Shelley, “Ozymandias” Poetry 19th Century/ SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Percy Bysshe p. 862 Romantic SOL 12.4b the meaning of texts SOL 12.4c • Recognize characteristics of Romanticism On level Setting: Egyptian SOL 12.4d • Recognize and analyze elements of poetry: voice, tone, sound, Valley of Kings SOL 12.4f rhythm, meter, figures of speech (esp. irony), imagery, structure SOL 12.4g (sonnet), themes (immortality) • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance • Compare to poems from other cultures, eras SOL 12.3c • Apply knowledge of words: connotation, denotation, allusions th SOL 12.3d • Use knowledge of effects of language to comprehend and elaborate Keats, John "Ode on a Grecian Poetry: Ode 19 Century/ SOL 12.3f the meaning of Romantic ode Urn" Romantic SOL 12.4b • Recognize and analyze elements of poetry: voice, tone, sound, p. 884-885 SOL 12.4c rhythm, meter, figures of speech, imagery, structure (ode), themes SOL 12.4d (immortality, role of art, imagination), apostrophe, symbol, More challenging SOL 12.4f tone, and voice SOL 12.4g • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Compare to odes/ lyrical poems from other cultures and/or time periods SOL 12.3c • Apply knowledge of words: connotation, denotation, meaning of SOL 12.3d allusions Tennyson, "Ulysses" Poetry 19th Century/ SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Alfred, Lord pp. 936-937 Dramatic Victorian SOL 12.4b the meaning of dramatic monologue (Victorian) Monologue SOL 12.4c • Recognize and analyze elements of poetry: blank verse, voice, On level Setting: Ancient SOL 12.4d tone, sound, rhythm, meter, figures of speech, imagery, structure Greece SOL 12.4f (dramatic monologue), themes (immortality, philosophy of life) SOL 12.4g • Explain effects of sound devices which support subject and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
• Compare to poems from other cultures and/or time periods SOL 12.3c • Apply knowledge of words: connotation, denotation, meaning of SOL 12.3d allusions Browning, "My Last Duchess" Poetry: 19th Century/ SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Robert pp. 946-948 Dramatic Victorian SOL 12.4b the meaning of dramatic monologue (Victorian) Monologue SOL 12.4c • Recognize and analyze elements of poetry: structure (dramatic On level Setting: Italian SOL 12.4d monologue), voice, tone, irony, figures of speech, sound, rhythm, Renaissance SOL 12.4f meter, imagery, diction, symbols, themes SOL 12.4g • Explain effects of sound devices which support themes and mood: SOL 12.5f rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Draw conclusions and make inferences on explicit and implied information • Compare to poems from other cultures and/or time periods SOL 12.3c • Apply knowledge of words: connotation, denotation, allusions th SOL 12.3d • Use knowledge of effects of language to comprehend and elaborate Browning, “Sonnet 43” Poetry 19 Century/ SOL 12.3f the meaning of sonnet (Victorian) Elizabeth Barrett p. 954 Victorian SOL 12.4b • Recognize and analyze elements of poetry: structure (sonnet), SOL 12.4c voice, tone, figures of speech, sound, meter, imagery, diction, Less challenging SOL 12.4d themes SOL 12.4f • Explain effects of sound devices which support themes and mood: SOL 12.4g rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Compare to other sonnets SOL 12.3c • Apply knowledge of words: connotation, denotation, meaning of SOL 12.3d allusions Hopkins, “Pied Beauty” Poetry 19th Century/ SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Gerard Manley p. 964 Victorian SOL 12.4b the meaning of Victorian poem SOL 12.4c • Recognize and analyze elements of poetry: structure, voice, tone, On level SOL 12.4d figures of speech, sound, rhythm (sprung), imagery, diction, SOL 12.4f syntax, themes SOL 12.5f • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Draw conclusions and make inferences on explicit and implied information SOL 12.3f • Compare and contrast the development of literature in its historical SOL12.5a context Gaskell, “Christmas Storms and Fiction: 19th Century/ SOL 12.4b Elizabeth Sunshine” Short Story Victorian – Realism Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.4c • Relate literary works and authors to major themes/ issues of their Cleghorn pp. 996-1006 SOL 12.4d eras (rise of the middle class, social issues, reform, moral life) (British) th SOL 12.4f • Recognize characteristics of major literary developments, i.e., OR 19 Century/ SOL 12.5a realism and/or naturalism Chekhov, Anton “The Darling” Victorian - SOL 12.5f • Recognize and analyze short story and its elements (Russian) pp. 1019-1026 Naturalism • Draw conclusions and make inferences on explicit and implied On level information using textual support SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Arnold, Matthew "Dover Beach" Poetry 19th Century/ SOL 12.4c • Recognize and analyze elements of poetry: voice, tone, figures of pp. 930 Victorian SOL 12.4d speech, symbols, imagery, structure (stanzas, lyrical), themes SOL 12.4f • Recognize characteristics of late Victorian More challenging SOL 12.4g • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism • Compare to poems from other cultures and/or eras SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of lyric poem Houseman, A.E. “When I Was One and Poetry: Lyric 19th Century/ SOL 12.4c • Recognize and analyze elements of poetry: imagery, figures of Twenty” Victorian SOL 12.4d speech, diction, structure, tone, structure, theme (experience) pp. 984 SOL 12.4f • Explain effects of sound devices which support subject and mood: SOL 12.4g rhyme, rhythm, repetition, alliteration, assonance, and parallelism Less challenging • Compare to poems from other cultures and/or eras SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of lyric poem Hardy, Thomas “The Darkling Thrush” Poetry: Lyric 19th Century/ SOL 12.4c • Recognize and analyze elements of poetry: imagery, figures of p. 1070 Victorian SOL 12.4d speech, diction, mood, structure, voice, tone, structure, themes SOL 12.4f (time) SOL 12.4g • Explain effects of sound devices which support subject and mood: More challenging rhyme, rhythm, repetition, alliteration, assonance, and parallelism • Compare to poems from other cultures and/or eras SOL 12.3d • Identify the meaning of common idioms, literary and classical SOL 12.3f allusions in text Eliot, T.S. “The Hollow Men” Poetry 20th Century/ SOL 12.4b • Use knowledge of effects of language to comprehend and elaborate pp. 1120-1122 Modernism SOL 12.4c the meaning of poem SOL 12.4d • Relate literary work and author to major themes and issues of his More challenging SOL 12.4f era (disillusionment, alienation, mechanization, loss of SOL 12.4g individualism) SOL 12.5f • Recognize and analyze elements of modern poetry: voice, tone, Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
sound, rhythm, meter, figures of speech, imagery, structure, themes (isolation, meaninglessness,) allusion, epigraph, symbolism, diction, stanza, rhythm, speaker(s), ambiguity • Recognize characteristics of modernism • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, allusion, alliteration, consonance, and parallelism • Compare to poems from other cultures, eras • Draw conclusions and make inferences on explicit and implied information using textual support SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Auden, W. H. “Musée des Beaux Arts” Poetry 20th Century/ SOL 12.4c • Relate literary work and author to major themes/ issues of his era pp. 1176 Modernism SOL 12.4d • Recognize and analyze elements of poetry: allusion, voice, tone, SOL 12.4f sound, rhythm, meter, figures of speech, imagery, irony, structure, On level SOL 12.4g allusion, themes (universality of suffering) SOL 12.5f • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance • Draw conclusions and make inferences on explicit and implied information using textual support SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of villanelle Thomas, Dylan “Do Not Go Gentle Into Poetry: 20th Century/ SOL 12.4c • Recognize and analyze elements of poetry: villanelle structure, That Good Night” Villanelle Modernism SOL 12.4d voice, tone, sound, rhythm, meter, figures of speech, imagery (sun, pp. 1184 SOL 12.4f dying light, meteors), allusion, themes (confronting death), SOL 12.4g syntax On level • Explain effects of sound devices which support themes and mood: rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance • Compare to poems from other cultures, eras SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Yeats, “Sailing to Byzantium” Poetry 20th Century/ SOL 12.4c • Relate literary work and author to major themes and issues of era William Butler p. 1192 Modernism SOL 12.4d • Recognize and analyze elements of poetry: symbols, word choice, SOL 12.4f voice, tone, sound, rhythm, meter, figures of speech, imagery, More challenging SOL 12.4g allusion, themes (immortality, aging), syntax SOL 12.5f • Explain effects of sound devices which support themes and mood: OR rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance • Draw conclusions and make inferences on explicit and implied “The Second Coming” information using textual support p. 1195 Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
• Compare to poems from other cultures, eras SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of lyric poem Heaney, Seamus “Digging” Poetry: Lyric 20th Century/ SOL 12.4c • Recognize and analyze elements of poetry: imagery, figures of p p. 1304-1306 Contemporary SOL 12.4d speech, synesthesia, diction, structure, voice, tone, structure, SOL 12.4f themes (time, choices) SOL 12.4g • Explain effects of sound devices which support subject and mood: rhyme, rhythm, repetition, alliteration, assonance, and parallelism • Compare to poems from other cultures and/or eras SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate “A Cup of Tea” SOL 12.4b the meaning of short story/ short fiction Mansfield, 640L Fiction: 20th Century/ SOL 12.4c • Relate literary work and authors to major themes and issues of their Katherine pp. 1128-1136 Short Story Modernism SOL 12.4d era OR SOL 12.4f • Recognize and analyze short story elements and their effects, “The Duchess and the SOL 12.4g including setting, characterization, plot, theme, point of view, Woolf, Virginia Jeweller” 810L SOL 12.5f voice, tone, word choice, symbols pp. 1140-1147 • Draw conclusions and make inferences on explicit and implied OR information using textual support “The Rocking-Horse Lawrence, D.H. Winner” 690L pp. 1154-1168 SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Literary SOL 12.4b the meaning of essay Orwell, George “Shooting an Elephant” Nonfiction: 20th Century/ SOL 12.4d • Relate literary work and authors to major themes and issues of their pp. 1252-1259 Essay Modernism SOL 12.4e era 1070L SOL 12.5a • Recognize and analyze elements of the essay SoL 12.5b • Analyze the social and cultural function of British literature On level SOL 12.5d • Analyze and synthesize information in order to solve problems, SOL 12.5f answer questions, and generate new knowledge OR • Recognize and analyze use of ambiguity, contradiction, paradox, Huxley, Aldous “Words and Behavior” irony, overstatement, and understatement in text 1260L pp. 1266-1276 • Draw conclusions and make inferences on explicit and implied information using textual support Instructors will select one of the following dramas for instructional examples.
SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4a the meaning of drama Wilde, Oscar The Importance of Being Drama: Late 19th SOL 12.4b • Relate literary work and author to major themes and issues of his Earnest Comedy Century/Victorian SOL 12.4c era: appearance vs. reality, search for self, search for love, Not in H-M text Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.4d conventionality SOL 12.4e • Analyze the social and cultural function of drama On level SOL 12.4h • Analyze how dramatic and comedic conventions including SOL 12.5f comedy of manners, character, scene, dialogue, and staging contribute to the themes and effects • Analyze the role of satire and the use of tone and of irony, ambiguity, word choice • Compare and contrast dramatic elements of plays from American, British, and other cultures • Draw conclusions and make inferences on explicit and implied information using textual support SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4a the meaning of drama Synge, J. M. Riders to the Sea Drama: 20th Century/Irish SOL 12.4b • Relate literary work and author to major themes and issues of era pp. 1214-1222 One Act SOL 12.4c • Analyze the social and cultural function of drama Tragedy SOL 12.4d • Analyze how dramatic and tragic conventions inc. character, Less challenging SOL 12.4e scene, dialogue, and staging contribute to the theme and effect SOL 12.4h • Analyze the use of tone and of ambiguity and word choice SOL 12.5f • Compare and contrast dramatic elements of plays from American, British, and other cultures • Draw conclusions and make inferences on explicit and implied information using textual support SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4a the meaning of drama Shaw, Pygmalion Drama: 20th Century/Irish SOL 12.4b • Relate literary work and author to major themes and issues of his George Bernard Not in H-M text Comedy SOL 12.4c era: appearance vs. reality, search for love, conventionality, SOL 12.4d search for self On level SOL 12.4e • Analyze the social and cultural function of drama SOL 12.4h • Analyze how dramatic and comedic conventions including SOL 12.5f character, scene, dialogue, and staging contribute to the theme and effect • Analyze the use of tone and of irony, ambiguity, word choice • Compare and contrast dramatic elements of plays from American, British, and other cultures
• Draw conclusions and make inferences on explicit and implied
information using textual support
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Instructors may select from the following for additional instructional examples in poetry, nonfiction, and fiction.
SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate Anonymous SOL 12.4a the meaning of poems Anglo-Saxon Selections determined Poetry SOL 12.4b • Compare and contrast the development of British literature in its poets by teacher to reflect a Anglo-Saxon to th SOL 12.4c historical context William variety of literary periods 20 Century SOL 12.4d • Recognize and analyze elements of poetry: voice, tone, sound, Langland and themes. SOL 12.4e rhyme, rhythm, meter, figures of speech, imagery, allusions, Anonymous SOL 12.4f structure, themes, syntax Medieval poets On level SOL 12.4g • Relate literary works and authors to major themes and issues of Christopher In H-M text SOL 12.5d their eras Marlowe SOL 12.5f • Analyze the social and cultural function of British literature Sir Walter • Explain effects of sound devices which support themes and mood: Raleigh rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance Edmund Spencer Francesco • Compare and contrast traditional and contemporary poems Petrarch from many cultures Amelia Lanier • Recognize and analyze use of ambiguity, contradiction, paradox, Alexander Pope irony, overstatement, and understatement in text Thomas Gray • Draw conclusions and make inferences on explicit and implied Aphra Behn information using textual support Charlotte Smith • Compare/contrast to poems from other cultures and/or eras Heinrich Heine Emily Brontë Rupert Brooke Siegfried Sassoon Ted Hughes Stevie Smith Wole Soyinka SOL 12.3f • Recognize and analyze elements of nonfiction appropriate to SOL 12.4b sub-genres Venerable Bede Selections determined Nonfiction: Variety of eras, 18- th SOL 12.4c • Use knowledge of effects of language, e.g., diction and syntax, to Margery Kempe by teacher to reflect a Essay, Primary 20 Century SOL 12.4d comprehend and elaborate the meaning of texts Paston Family variety of time periods, sources, British and American SOL 12.4e • Recognize literary characteristics of the eras represented Thomas More genres, and themes in Speeches, SOL12.5a • Compare forms and themes or issues between cultures and time Queen Elizabeth coordination with literary Biography, SOL 12.5b periods I periods Autobiography SOL 12.5c • Analyze social and cultural function of literature Machiavelli SOL 12.5d • Generate and respond logically to literal, inferential, evaluative, Francis Bacon On level SOL 12.5e synthesizing, and critical thinking questions Margaret In H-M text
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.5f • Analyze and synthesize information Cavendish • Recognize and analyze use of ambiguity, contradiction, paradox, John Donne irony, overstatement, and understatement in text Samuel Johnson • Identify false premises in persuasive writing James Boswell • Analyze two or more texts addressing the same topic to identify Fanny Burney purpose and determine how authors reached similar or Thos. Maccaulay different conclusions Thos. Carlyle • Draw conclusions and make inferences on explicit and implied George Orwell information using textual support Aldous Huxley Winston Churchill SOL 12.3f • Recognize and analyze elements of nonfiction appropriate to a Authors include, SOL 12.4b variety of sub-genres among others: Selections determined Nonfiction: Variety of eras from th SOL 12.4c • Use knowledge of effects of language, e.g., diction and syntax, to Barbara by teacher from Informational medieval to 20 comprehend and elaborate the meaning of texts Tuchman Reading for Information Reading Century SOL 12.4d • Recognize literary characteristics of the eras represented Caxton to reflect a variety of Performance Trans-cultural SOL 12.4e • Compare forms and themes or issues between cultures and time Holinshed genres in coordination Review, Book SOL12.5a periods Swift with literary periods Excerpt, SOL 12.5c • Analyze social and cultural function of literature Dorothy Magazine Selections found on pp. Article, Map and SOL 12.5f • Analyze two or more texts addressing the same topic to identify Wordsworth 74, 201-204, 262, 435- Illustrations, purpose and determine how authors reached similar or C.M. Bowra 438, 654, 717, 809, 837- Historical different conclusions Wordsworth Shelley 838, 875-876, 889, 958, document, • Draw conclusions and make inferences on explicit and implied Keats 1045-1048, 1148, 1223, Travel article, information using textual support Browning 1357-1360 Film Review, David Brooks Letter, Editorial, Bob Herbert On level Newspaper E.M. Forster In HM text article, Literary criticism, Preface, Essay, Interviews SOL 12.3f • Use knowledge of effects of language, esp. syntax and diction, to Thomas Malory SOL 12.4a comprehend and elaborate the meaning of texts Thomas More Selections determined Fiction: Short Variety of eras from SOL 12.4b • Compare and contrast the development of British literature in its John Bunyan by teacher to reflect a Stories and Middle Ages through th SOL 12.4c historical context Jonathan Swift variety of time periods excerpts from 20 Century SOL 12.4d • Relate literary work and authors to major themes and issues of their Voltaire and themes in longer works Trans-cultural SOL 12.4f eras Charlotte Brontë coordination with literary SOL 12.4g • Recognize and analyze fictive and short story elements and their Anthony periods SOL 12.5f effects, e.g., setting, characterization, plot, theme, point of view, Trollope voice, tone, symbols, motifs, epiphany, flashback Charles Dickens On level Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
• Draw conclusions and make inferences on explicit and implied George Eliot In H-M text information using textual support Joseph Conrad Elizabeth Bowen Elie Wiesel William Trevor Nadine Gordimer Anita Desai Instructors will select from the novels, novella, or memoir below for instructional examples.
SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of texts Gardner, John Grendel Novel 20th century post- SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Entire companion novel modern American SOL 12.4d characters, setting (written in 1970 America, set in Denmark in the to Beowulf or excerpts perspective of SOL 12.5a 4th century) themes, motifs, point of view 920L Anglo-Saxon period SOL 12.5b • Recognize chronological era: literary characteristics of 20th century 192 pp SOL 12.5f existential literature • Analyze use of imagery and figures of speech (personification, On level simile, metaphor) • Develop and analyze theme topics, e.g., fate, good vs. evil, art, stories, isolation, anomie (absence or breakdown of social norms) SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of early novel Swift, Jonathan Gulliver’s Travels Early Novel Neoclassical Period SOL 12.4c • Recognize and analyze elements of Horatian and Juvenalian 1500L Form SOL 12.4d satire: irony, sarcasm, wit, parody, understatement, 240 pp overstatement used to attack or expose folly, vice, or stupidity More challenging to mock or change something • Recognize characteristics of the era: ethnic and cultural mores Excerpts and traditions, power, political struggle pp. 636-653 in H-M text • Develop and analyze theme topics, e.g., individual vs. society, On level alienation, limits of human understanding, might and right, British institutional power, religion SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Austen, Jane Pride and Prejudice Novel Early19th Century SOL 12.4c • Recognize and analyze elements of the novel: satire and irony, 1190L England, reflecting SOL 12.4d plot, conflict, characters, setting, themes, diction 272 pp end of Neoclassical • Recognize characteristics of the era On level Period • Develop and analyze theme topics, e.g., marriage, class,
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
reputation, search for love, gender relationships SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Shelley, Mary Frankenstein Novel: 19th Century British SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, 1170L Gothic Romantic SOL 12.4d characters, setting, themes, motifs, symbols, diction 208 pp Romanticism • Recognize characteristics of the era (Gothic Romanticism) • Develop and analyze theme topics, e.g., appearance vs. reality, Challenging level role of science, alienation and isolation, language and communication, compassion and forgiveness SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Brontë, Jane Eyre Novel: Gothic 19th Century British SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Charlotte 920L Romanticism Romantic SOL 12.4d characters, setting, symbols, diction, point of view 352 pp • Recognize characteristics of the era: gothic romanticism, class and gender restrictions On level • Develop and analyze themes, e.g., coming of age, search for self, passion vs. reason, appearance vs. reality, gender relationships and equity, and motifs, e.g., flight, heat/cold, Gothic elements SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of text Bronte, Emily Wuthering Heights Novel: Gothic 19th Century British SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict 1320L Romanticism Romantic SOL 12.4d (nature and culture), characters, setting, themes, motifs, point 288 pp of view, structure (gothic elements, flashback), symbols, diction • Recognize characteristics of the era: gothic romanticism, class More challenging and gender restrictions • Develop and analyze themes topics, e.g., cultural mores and traditions, revenge/love, social class SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Hardy, Thomas The Mayor of Novel 19th Century British SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Casterbridge Victorian SOL 12.4d characters, setting, themes, motifs, point of view, symbols, diction 1090L • Recognize characteristics of the era: naturalism (or 400 pp determinism), social class/gender restrictions • Develop and analyze theme topics, e.g., fate, individual rights, More challenging gender equity, character and values
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Conrad, Joseph Heart of Darkness Novel 19th Century British SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, 1320L Late Victorian SOL 12.4d characters, setting, themes, motifs, symbols, diction, allegory 116 pp SOL 12.5d • Recognize characteristics of the era • Develop and analyze theme topics, e.g., hypocrisy, imperialism, More challenging primitive vs. civilized, moral confusion, evil, madness • Recognize and analyze use of ambiguity SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Wilde, Oscar The Picture of Dorian Novel 19th Century British SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Gray Victorian SOL 12.4d characters, setting, themes, motifs, symbols, diction 970L SOL 12.5d • Recognize characteristics of the era: aesthetic movement 244 pp • Develop and analyze theme topics, e.g., appearance vs. reality, role of science, hedonism, vanity, aesthetics, force of evil, loss of On level innocence • Recognize and analyze use of ambiguity SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novella Kafka, Franz The Metamorphosis Novella 20th Century SOL 12.4c • Recognize and analyze elements of a short story/novella: brevity, 1320L Modern/Post-modern SOL 12.4d plot, conflict, characters, setting, themes, motifs, symbols, diction 76 pp Czech • Characteristics of the era: existentialism/absurdist, anomie • Develop and analyze theme topics, e.g., isolation/alienation, Above level using others for gain, unrealistic dreams SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of text Nafisi, Azar Reading Lolita in Nonfiction: 20th Century Iran SOL 12.4c • Recognize elements of the essay and of literary criticism Tehran: A Memoir in Memoir/Essay • Recognize characteristics of the era: religious conservatism, Books (appropriate SOL 12.4d censorship excerpts) • Develop and analyze theme topics, e.g., universality and power 400 pp of literature, effects of violence, intellectual freedom, religious fanaticism On level SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Crowther, The Saffron Kitchen Novel Contemporary SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Yasmin 272 pp England, Iran SOL 12.4d characters, setting, themes, motifs, symbols, diction • Recognize characteristics of the era On level • Develop and analyze theme topics, e.g., guilt, betrayal, repression, struggle for identity Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Martel, Yann Life of Pi Novel Contemporary India SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, 830L SOL 12.4d characters, setting, themes, motifs, symbols, diction 326 pp SOL 12.5d • Recognize characteristics of the era • Develop and analyze theme topics, e.g., survival, human desire Less challenging for companionship, storytelling, religion • Recognize and analyze use of ambiguity SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Markandaya, Nectar in a Sieve Novel 20th Century India SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Kamala 900L SOL 12.4d characters, setting, themes, motifs, point of view, symbols, diction 208 pp • Recognize characteristics of the era: poverty, struggle, change • Develop and analyze theme topics, e.g., individual rights, ethnic Less challenging and cultural mores/traditions, religious diversity, gender equity SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Kingsolver, The Poisonwood Bible Novel 20th Century SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Barbara 960L Africa/America SOL 12.4d characters, setting, themes, motifs, symbols, diction 576 • Develop and analyze theme topics, e.g., family relationships, coming of age, courage, race relationships, Post-colonialism, On level love, evil, gender equity SOL 12.3f • Use knowledge of effects of language to comprehend and elaborate SOL 12.4b the meaning of novel Atwood, The Handmaid’s Tale Novel: Futuristic America SOL 12.4c • Recognize and analyze elements of the novel: plot, conflict, Margaret 750L Dystopia (Canadian) SOL 12.4d characters, setting, themes, motifs, symbols, diction 392 pp • Recognize characteristics of the era • Develop and analyze theme topics, e.g., complacency, women’s Below level bodies as political tools, dystopia, gender equity, language Challenging themes
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Synopses of Long Nonfiction and Novels
Frankenstein: Swiss medical student Victor Frankenstein discovers the secret of life - which he never reveals, lest someone repeat the mistake. He then puts together a body, essentially a man, from various corpses. Horrified by what he has built, he abandons the creature, who suffers a great deal of neglect and abuse but still manages to get a thorough education and learn of his lineage. After murdering Victor's younger brother, and framing the family maid, the creature tells his, admittedly, sad tale to his "father," and then demands a mate. Victor, in a panic, agrees, but thinking better of it at the last moment, destroys the new bride. In retaliation, the creature murders all of Victor's loved ones, in including his wife, and leads Victor on a chase across the world. Mary Shelley's masterpiece, a story within a story, is an early vessel of many archetypes found in science fiction and horror, framed in the sweeping force of her prose, the grotesque, surreal imagery, and the multilayered doppelgänger themes.
Grendel: Gardner takes the Anglo Saxon Beowulf epic and uses varying translations of the poem and other writings from the period to tell the story from the poor monster's viewpoint (and a 20th century perspective). The monster observes humans from a revealing and telling vantage, capturing the essence of our collective struggle to understand our reason and purpose. Life is Grendel's great burden, and he draws the reader into his world of confusion and hypocrisy.
Gulliver’s Travels: From the preeminent prose satirist in the English language, Gulliver’s Travels is a great classic recounting the four remarkable journeys of ship's surgeon Lemuel Gulliver. For children it remains an enchanting fantasy; for adults, a witty parody of political life in Swift's time and a scathing send-up of manners and morals in 18th-century England.
Heart of Darkness: A significant work of English literature and part of the Western canon, the story tells of Charles Marlow, an Englishman who took a foreign assignment from a Belgian trading company as a ferryboat captain in Africa. Heart of Darkness exposes the myth behind colonization while exploring the three levels of darkness that the protagonist, Marlow, encounters--the darkness of the Congo wilderness, the darkness of the Europeans’ cruel treatment of the natives, and the unfathomable darkness within every human being for committing heinous acts of evil.
How to Read Literature Like a Professor: Thomas C. Foster introduces readers to the basics of literature and literary analysis using wit and humor. This how-to book assists the reader in discovering the hidden meaning in literature focusing on symbolism, themes and literary models, contexts, and narrative devices. The book is best described as a “broad overview of literary study.”
Jane Eyre: Charlotte Bronte's impassioned novel is the love story of Jane Eyre, a plain yet spirited governess, and her arrogant, brooding Mr. Rochester. Published in 1847, under the pseudonym of Currer Bell, the book heralded a new kind of heroine--one whose virtuous integrity, keen intellect, and tireless perseverance broke through class barriers to win equal stature with the man she loved. Hailed by William Makepeace Thackeray as "the masterwork of great genius," Jane Eyre is still regarded, over a century later, as one of the finest novels in English literature.
Life of Pi: Martel displays a clever voice and tremendous storytelling skills in his romp through an imagination by turns ecstatic, cunning, despairing, and resilient. The peripatetic Pi (ne the much-taunted Piscine) Patel spends a beguiling boyhood in Pondicherry, India, as the son of a zookeeper. Growing up beside the wild beasts, Pi gathers an encyclopedic knowledge of the animal world. His curious mind also makes the leap from his native Hinduism to Christianity and Islam, all three of which he practices with joyous abandon. In his 16th year, Pi sets sail with his family and some of their menagerie to start a new life in Canada. Halfway to Midway Island, the ship sinks into the Pacific, leaving Pi stranded on a life raft with a hyena, an orangutan, an injured zebra and a 450-pound Bengal tiger named Richard Parker. After the beast dispatches the others, Pi is left to survive for 227 days with his large feline companion on the 26-foot-long raft, using all his knowledge, wits, and faith to keep himself alive. Martel's potentially unbelievable plotline soon demolishes the reader's defenses, cleverly set up by events of young Pi's life that almost naturally lead to his biggest ordeal.
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Nectar in a Sieve: Rukmani, a peasant from a village in India, lives a life of constant struggle, yet she is a source of strength for many. At age twelve she marries a man she has never met and moves with him to his rented farmland. Over the years their marriage fills with love, mutual respect, and children. The changes in village life from an agricultural to an industrial community frighten Rukmani; her life becomes one of "hope and fear.” Kenny, a white doctor in Rukmani's village, watches with a palpable foreboding his patients' daily struggle to survive. Rukmani and Kenny's conversations make apparent their individual and shared suffering, and while their experiences of the world are completely different, their friendship is based on respect and mutual reliance. Nectar in a Sieve is a powerful, and ultimately, hopeful novel of a life lived with love, faith, and inner strength.
Pride and Prejudice: In a remote Hertfordshire village, far off the good coach roads of George III's England, Mr. and Mrs. Bennet -- a country squire of no great means and his scatterbrained wife -- must marry off their five vivacious daughters. At the heart of this all-consuming enterprise are the headstrong second daughter Elizabeth and her aristocratic suitor Fitzwilliam Darcy, two lovers in whom pride and prejudice must be overcome before love can bring the novel to its magnificent conclusion. Austen’s classic novel is a gem of satiric commentary on English society and manners at the end of the 18th century.
Reading Lolita in Tehran: A Memoir in Books: A blend of memoir and literary criticism, Reading Lolita in Tehran is a moving testament to the power of art and its ability to change and improve people's lives. Azar Nafisi, a university professor, invited seven of her best female students to attend a weekly study of great Western literature in her home. They used the meetings as a springboard for debating the social, cultural, and political realities of living under strict Islamic rule. They discussed their harassment at the hands of "morality guards," the daily indignities of living under the Ayatollah Khomeini's regime, the effects of the Iran-Iraq war in the 1980s, love, marriage, and life in general, giving readers a rare inside look at revolutionary Iran. The books were always the primary focus, however. Threaded into the memoir are trenchant discussions of the work of Vladimir Nabokov, F. Scott Fitzgerald, Jane Austen, and other authors who provided the women with examples of those who successfully asserted their autonomy despite great odds.
The Handmaid’s Tale: Canadian poet and novelist Atwood presents a powerful, memorable fable of the near future. In the Republic of Gilead, formerly the United States, far-right ideals have been carried to extremes in the mono-theocratic government. The resulting society is a feminist's nightmare: women are strictly controlled, unable to have jobs or money and assigned to various classes: the chaste, childless Wives; the housekeeping Marthas; and the reproductive Handmaids, who turn their offspring over to the "morally fit" Wives. The tale is told by Offred, a Handmaid who recalls the past and tells how the chilling society came to be.
The Mayor of Casterbridge: In a fit of drunken anger, Michael Henchard sells his wife and baby daughter for five guineas at a country fair. Over the course of the following years, he manages to establish himself as a respected and prosperous pillar of the community of Casterbridge, but behind his success there always lurk the shameful secret of his past and a personality prone to self-destructive pride and temper. Subtitled “A Story of a Man of Character,” Hardy's powerful and sympathetic study of the heroic but deeply flawed Henchard is also an intensely dramatic work, tragically played out against the vivid backdrop of a close-knit Dorsetshire town.
The Metamorphosis: Often cited as one of the most influential works of short fiction of the 20th century, in this novella, Gregor's choice to work like a drone delivers a most unspeakable transformation. He becomes a giant beetle. The existential/absurdist story, a modern allegory, focuses on a family that has to readjust to the breadwinner becoming a hideous burden, a totally inexplicable and unforeseen event.
The Picture of Dorian Gray: A lush, cautionary tale of a life of vileness and deception or a loving portrait of the aesthetic impulse run rampant? After Basil Hallward paints a beautiful, young man's portrait, his subject's frivolous wish that the picture change and he remain the same comes true. Dorian Gray's picture grows aged and corrupt while he continues to appear fresh and innocent. As Hallward tries to make sense of his creation, his friend Lord Henry Wotton encourages Dorian in his sensual quest with any number of Wildean paradoxes. The novel's drawing-room discussions form a centerpiece for Wilde’s theories of art and morals.
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
The Poisonwood Bible: This intense family drama is set in an Africa on the verge of independence and upheaval. In 1959, evangelical preacher Nathan Price moves his wife and four daughters from Georgia to a village in the Belgian Congo, later Zaire. Their dysfunction and cultural arrogance proves disastrous as the family is nearly destroyed by war, Nathan's tyranny, and Africa itself. Told in the voices of the mother and daughters, the novel spans 30 years as the women seek to understand each other and the continent that tore them apart. Kingsolver has a keen understanding of the inevitable, often violent clashes between white and indigenous cultures; yet she lets the women tell their own stories without being judgmental.
The Saffron Kitchen: Maryam is the willful daughter of an Iranian general who backed the Shah of Iran during the U.S.-backed 1953 coup that toppled Iran's prime minister, Mossadegh. In the midst of the turmoil, and with the threat of an arranged marriage hanging over her, Maryam is sheltered chastely overnight by Ali, her father's trusted assistant, a young man near her age -16- for whom she feels a shy attraction. Maryam is sent away by her aloof father ("she is no daughter of mine"), a painful memory that, decades later, shatters her settled marriage to an understanding if pained British husband, and bewilders and angers her own daughter. A 40-year separation from Ali and a tender reunion in a remote village are just a few turns of the intense plot, full of tragic coilings and romantic passion, that make this a wonderfully intricate novel. Crowther, daughter of a British father and an Iranian mother, powerfully depicts Maryam's wrenching romantic and nationalistic longings, exploring the potency of heritage and the pain of exile.
Wuthering Heights: Over a hundred and fifty years after its initial publication, Emily Brontë's turbulent portrayal of the Earnshaws and the Lintons, two northern English households nearly destroyed by violent passions in the last quarter of the eighteenth century, continues to provoke and fascinate readers. Heathcliff remains one of the best-known characters in the English novel, and Catherine Earnshaw's impossible choice between two rivals retains its appeal for contemporary readers. At the same time, the Gothic novel’s highly ambivalent representations of domesticity, its famous reticence about its characters and their actions, its formal features as a story within a story, and the mystery of Heathcliff's origins and identity provide fascinating points of discussion.
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Rationales, Controversial Content, and Alternative Text Picture of Dorian Gray, by Oscar Wilde
Rationale: Moral and philosophical lessons of good vs evil. Shines a light on the historical corruption of 19th century British society. Explores the aesthetic movement; analyzes themes of appearance/reality, science/nature, hedonism, and innocence/experience.
Controversial Content: None
Alternative Text: Frankenstein, by Mary Shelley
Metamorphosis, by Franz Kafka
Rationale: Considered one of the most influential pieces of 20th century short fiction. Existential/ absurdist fiction invites exploration of the elements of the short story, and the themes of isolation/alienation, exploitation, and unrealistic dreams.
Controversial Content: None
Alternative Text: The Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson
Reading Lolita in Tehran: A Memoir in Books, by Azar Nafisi
Rationale: Blend of memoir and literary criticism set in modern Iran, following a female reading group who uses a study of Western literature as a springboard for debate on living under Islamic rule. Themes of hope and individual, universality and power of literature, liberation of the mind, and women’s desire for equality in a male-dominated society. Explores elements of the essay and literary criticism.
Controversial Content: Criticism of Iranian government. Possibly conflicting religious viewpoints.
Alternative Text: The Interesting Narrative of Olaudah Equiano, by Olaudah Equiano
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PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Saffron Kitchen, by Yasmin Crowther
Rationale: Journey of mother and daughter across 30 years from London to Iran, exploring themes of guilt, betrayal, repression, and the struggle for identity.
Controversial Content: Adultery and parental relationships.
Alternative Text: Sense and Sensibility, by Jane Austen
Life of Pi, by Yann Martel
Rationale: Fantasy adventure issues of spirituality and practicality from an early age. After surviving a shipwreck with only a tiger as a shipmate, Pi uses his wits to keep himself alive. Text invites exploration of the elements of the novel and of ambiguity as a storytelling tool; themes include survival, human desire for companionship, and religion. Controversial Content: None
Alternative Text: Max and the Cats, by Moacyr Scliar*
Grendel, by John Gardner
Rationale: Post-colonial recasting of Anglo-Saxon culture that complicates the concepts of hero/monster, good/evil, the individual/the collective. The text explores consequences of the displacement of marginalized people under colonial oppression. Themes of fate, good/evil, art, isolation, social norms/anomie.
Controversial Content: Violence.
Alternative Text: A Tempest, by Aime Cesaire*
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Gulliver's Travels, by Jonathan Swift Rationale: Satirical fiction exploring the political and social climate of 18th century England. Explores elements of satire (irony, sarcasm, parody); characteristics of the era (ethnic and cultural mores, power struggles); themes of individual/society, alienation, might/right, religion, institutional power.
Controversial Content: None.
Alternative Text: Catch 22, by Joseph Heller
Pride and Prejudice by Jane Austen
Rationale: Victorian novel of manners examining themes of class and gender inequalities, rebellion and conformity, and familial dynamics. Explores elements of the novel, satire and irony, and characterization; themes include marriage, class, reputation, and gender relationships.
Controversial Content: None.
Alternative Text: Middlemarch, by George Eliot
Frankenstein, by Mary Shelley
Rationale: A discussion of the conflicting views of the Enlightenment and the British Romantic movement. Exemplary presentation of literary characteristics of the era of Gothic Romanticism, framed epistolary narrative, and literary allusion. Themes include appearance/reality, the role of science, alienation and isolation, language and communication, compassion and forgiveness.
Controversial Content: Possibly conflicting religious viewpoints and violence.
Alternative Text: Dracula, by Bram Stoker
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Jane Eyre, by Charlotte Bronte
Rationale: A gothic depiction of the social and gender inequalities of the Victorian Era celebrating the power of education and indomitability of the human spirit. Explores characteristics of the era of Gothic Romanticism, including class and gender restrictions. Analyzes themes of cultural mores and traditions, revenge/love, and social class.
Controversial Content: None.
Alternative Text: Great Expectations, by Charles Dickens
Wuthering Heights, by Emily Bronte
Rationale: Gothic romantic novel examining themes of class and gender inequalities, rebellion and conformity, familial dynamics, revenge, and love. Explores the elements of the novel, including plot, character, and point of view.
Controversial Content: None.
Alternative Text: Rebecca, by Daphne du Maurier
The Mayor of Casterbridge, by Thomas Hardy
Rationale: A novel of Victorian naturalism focused on problematic family dynamics, individual rights, social treatment of women, and character and values.
Controversial Content: None.
Alternative Text: Great Expectations, by Charles Dickens
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
Heart of Darkness, by Joseph Conrad
Rationale: British colonial text that explores elements of the novel including character, setting, motifs, symbols, diction, and allegory. Themes include hypocrisy, imperialism, primitive/civilized, moral confusion, evil, and madness. Use of ambiguity as a narrative tool.
Controversial Content: Racist treatment of indigenous peoples and violence.
Alternative Text: Things Fall Apart, by Chinua Achebe
Nectar in a Sieve, by Kamala Markandaya
Rationale: A reflection upon the cultural and economic evolution in rural India, narrated from the perspective of Rukmani, a peasant whose unlikely friendship with Kenny leads to conversations spanning her marriage at twelve to her ultimately hopeful vision of a life filled with love, faith, and respect. Themes include individual rights, ethnic and cultural mores/traditions, religious diversity, and gender equity.
Controversial Content: Classism, prejudice, and religious controversy.
Alternative Text: A Small Place, by Jamaica Kincaid*
The Poisonwood Bible, by Barbara Kingsolver
Rationale: An intense family drama set in Africa told in the voices of the mother and daughters, the novel spans 30 years as the women seek to understand each other and the continent that tore them apart. Explores elements of the novel, particularly character and setting. Themes include family relationships, coming of age, race, Post-colonialism, evil, and gender equity.
Controversial Content: Violence and potentially sensitive political controversy.
Alternative Text: Little Bee, by Chris Cleave*
Revised August 2016
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TWELFTH GRADE INSTRUCTIONAL READING LIST
The Handmaid's Tale, by Margaret Atwood
Rationale: A powerful, memorable fable of the near future in which far-right ideals have been carried to extremes in the mono-theocratic government. The resulting society is a feminist nightmare where women are strictly controlled. Themes include the consequences of complacency, women's bodies as political tools, dystopia, gender equity, and the power of language.
Controversial Content: Sexual situations, potentially sensitive political controversy.
Alternative Text: Mrs. Dalloway, by Virginia Woolf
*vetting in process
Revised August 2016