English 4

Credits: 1
Estimated Completion Time: 2 Segments/32-36 weeks
Earliest Start Date: October 2018


English I, II, & III recommended


Why do people do what they do? English IV you will give you a front row seat to study of the motives that have driven people’s actions for centuries. Along the way you will encounter epic heroes defying danger, tormented minds succumbing to the power of greed and ambition, enlightened thinkers striving for individual rights and freedoms, sensitive souls attempting to capture human emotion, and determined debaters taking a stand on critical issues. You will read to analyze the way language is used to express human motivation and research to examine the results of actions in the real world. The lessons in each module will give you the tools you need to gain insights from what you read and to use your knowledge in creative and analytical writing.

Regular course description: http://www.cpalms.org/Public/PreviewCourse/Preview/13253

Honors course description: http://www.cpalms.org/Public/PreviewCourse/Preview/13195


Major Topics and Concepts

Segment 1

Forces of Nature


 Readings

Excerpts of BeowulfMacbeth, and “Heroism.”

 Concepts

Character development

Plot analysis




Literary devices


Thematic analysis

Six traits of writing

Narrative writing process

Proper use of conventions

 Skills

Reading Shakespeare

Conducting literary analysis

Writing to address multiple texts

Incorporating direct quotes

Planning a narrative

Writing a narrative


Carousel of Progress


 Readings

Preamble to the United States Constitution, the Bill of Rights, and excerpts from various articles and court cases.

 Concepts

Interpretations of the Bill of Rights


Domain-specific language

Precise language



Six traits of writing

Informative/explanatory writing

 Skills

Analyzing informational texts

Researching to support an informative/explanatory topic

Creating an annotated bibliography

Using MLA citations

Writing an informative/explanatory article

An Empire Divided (Honors)


 Readings

“Land of Hope and Glory,” “Song to the Men of England,” and The Man Who Would Be King

 Concepts

Figurative language

Poetic forms and devices

Elements of Fiction: plot, character, conflict, theme, setting, point of view




Connotation and denotation


 Skills

Experiencing and analyzing poetry

Analyzing literary text

Writing an informative/explanatory essay



Segment 2


 Readings

Selected poems, “The Story of an Hour,” “A Jury of Her Peers,” excerpts of pieces written by Benjamin Franklin, Judith Sargent Murray, and selected newspaper and magazine articles.

 Concepts

Figurative language

Figures of speech

Poetic forms and devices




Connotation and denotation




Character development

Historical context

Thematic analysis


 Skills

Experiencing and analyzing poetry

Writing poetry

Reading and analyzing informational text

Identifying and understanding different perspectives



Proof or Satire


 Reading

Selected political speeches, selected closing arguments from well-known court cases, selected newspaper and magazine articles, “Advice to Youth,” and “Burlesque Autobiography”

 Concepts

Basic elements of persuasion

Compare and contrast

Argument analysis

Characteristics of an effective claim

Appeals to logic, emotion, and ethics

Logical fallacies

Research skills

Ethical researching and writing practices

Six traits of writing

Argument writing process

MLA format

Domain-specific language

Precise language

Humor and satire

Proper use of conventions

 Skills

Analyzing arguments

Identifying appeals to logos, pathos, and ethos

Researching multiple sides of an issue

Stating a claim

Interpreting visual representations of data

Creating an infographic

Identifying satire

Analyzing satirical works


Fall of the Empire (Honors)


 Readings

“Shooting an Elephant,” “Speech at Calicut,” “To Every Englishman in India,” and various news articles

 Concepts

Characteristics of nonfiction texts


Figurative language




Connotation and denotation



 Skills

Analyzing traits of a personal essay

Research to support writing a news article

Analyzing traits of professional writers

Writing an inverted pyramid news article



English 4 v13 Course Reading List

All texts are available to students in the course

Segment One

Module 1:

  • Excerpts of Beowulf





  • Excerpts of Macbeth by William Shakespeare
  • Excerpts of “Heroism” by Ralph Waldo Emerson

Module 2:

  • Preamble to the United States Constitution
  • The Bill of Rights
  • Various articles and court cases

“Fire and Like”

Schenck v. the United States, 249 U.S. 47 (1919)

Segment 1 Honors:

  • The Man Who Would Be King by Rudyard Kipling
  • “The Land of Hope and Glory” by Arthur C. Benson
  • “Song to the Men of England” by Percey Shelley

Segment Two

Module 3:

  • “The Story of an Hour” by Kate Chopin
  • “A Jury of Her Peers” by Susan Glaspell
  • Excerpt of the “Ladies’ Declaration of Independence”
  • Excerpt of letter by Abigail Adams
  • Excerpt of “The Good House-wife” by Benjamin Franklin
  • Excerpt of “On the Equality of the Sexes” by Judith Sargent Murray
  • Selected newspaper and magazine articles

“In Superman and Christopher Reeve, different ideas of American heroes” by Ted Anthony

“Women in combat face doubts over emotions, ability” by Julie Watson

“Fur Flies at ‘Kung Fu Panda’ premiere at Cannes” by David Germain

“Big-screen superheroes include, dummy, recluse, and 2 drunks”

  • Selected poetry

“She Walks in Beauty” by Lord Bryon

“Crossing Brooklyn Ferry” by Walt Whitman

“The Eagle” by Alfred Lord Tennyson

“The Lady of Shalott” by Alfred Lord Tennyson

“The Bells” by Edgar Allen Poe

“The Lamb” by William Blake

“The Tyger” by William Blake

“A Red, Red Rose” by Robert Burns

” ‘Hope’ is the thing with feathers-(314)” by Emily Dickinson

A Book of Nonsense by Edward Lear

“Antigonish” by William Hughes Mearns

“An Essay on Man” by Alexander Pope

“Emancipation” by Emily Dickinson

Selections from Spoon River Anthology by Edgar Lee Masters

  • Students choose one article to closely read:

“The Lumineers ride folk-rock wave to Grammys”

“‘Anything goes’ now in campaign financing?”

“For the 1st time since 1999, music revenues inch up”

“Practically human: Can smart machines do your job?”

“Games likely to follow Pentagon on women in combat”

“Funny women flourish in female-written comedies”

Module 4:

  • Political Speeches

Michelle Obama’s speeches on childhood obesity

Anti-Federalist Papers No. 84 by “Brutus”

President Barack Obama’s State of the Union Address (year)

  • Selected closing arguments from well-known court cases

Chicago Black Sox Trial, 1921

Lindbergh Trial, 1935

Brown v. The Board of Education of Topeka

  • Selected newspaper magazine articles

Why Soda Ban Will Work in Fight Against Obesity; Food Regulations Have Proven Record.” by Nadia Arumugam

“You’re not special” by David McCullough, Jr.

  • Excerpts of “Advice to Youth” by Mark Twain
  • Excerpts of “Burlesque Autobiography” by Mark Twain
  • Excerpts of “Autobiography” by Benjamin Franklin
  • Quotations of soda Ban Explained video by Casey Neistat
  • Selected Poetry

“Sonnet 130” by William Shakespeare

Segment 2 Honors:

  • “Shooting an Elephant” by George Orwell
  • Mohandas Karamchand Gandhi’s speech at Calicut
  • “To Every Englishman in India” by Mohandas Karamchand Gandhi

Various news articles

Required Materials


Course Grading

Besides engaging students in challenging curriculum, the course guides students to reflect on their learning and evaluate their progress through a variety of assessments. Assessments can be in the form of practice lessons, multiple choice questions, writing assignments, projects, research papers, oral assessments, and discussions. This course will use the state-approved grading scale. Each course contains a mandatory final exam or culminating project that will be weighted at 20% of the student’s overall grade.***

***Proctored exams can be requested by FLVS at any time and for any reason in an effort to ensure academic integrity. When taking the exam to assess a student’s integrity, the exam must be passed with at least a 59.5% in order to earn credit for the course.

Communication Policy

To achieve success, students are expected to submit work in each course weekly. Students can learn at their own pace; however, “any pace” still means that students must make progress in the course every week. To measure learning, students complete self-checks, practice lessons, multiple choice questions, projects, discussion-based assessments, and discussions. Students are expected to maintain regular contact with teachers; the minimum requirement is monthly. When teachers, students, and parents work together, students are successful.

November 6 @ 23:05
23:05 — 00:05 (1h)


Coli McGhee, Jacob Denbrook, Nick Osborn