Unit 3

The Restoration Through The Victorians: Gulliver’s Travels by Jonathan Swift


English IV    

Unit Length and Description:


Nine weeks


Students will read various selections from 18th and 19th century British Literature, focusing on the elements that make each piece unique to its particular time period.  Readings include poetry, short stories, novels, critical analyses, diary entries, letters, drama, and informational texts.  The anchor for the unit, Gulliver’s Travels, introduces many elements that carry over into other authors’ works in later periods.  Students will focus heavily on analysis of texts, especially on the craft and structure of the works they read.  They will also write in response to the various literary texts to explain and argue throughout this unit.


This unit will focus on the of craft and structure and integration of knowledge and ideas as well as composing narrative and informative/explanatory essays.




Reading Literature:


Skill(s): integrating and evaluating diverse formats of media

  • The students can:
    • analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.


Skill(s): analyzing two or more texts

  • The students can:
    • know and read a range of earlier major works in American literature, comparing how two or more of these texts from the same period, though not necessarily from the same genre, treat the same theme or topic.


Reading Informational Texts:



Skill(s): integrate/evaluate diverse content (various media)

  • The students can:
    • examine a range of sources in different media or formats, all focused on how to solve a problem or address a question, choosing the best response to the question or problem.


Skill(s): delineating/evaluating arguments/claims

  • The students can:
    • delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.


Skill(s): analyzing two or more informational texts

  • The students can:
    • analyze seventh-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.





Skill(s): narrative writing

  • The students can:
    • write narratives to develop real or imagines experiences or events using effective technique, well-chosen details, and well-structured event sequences by:
      • engaging and orienting the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; creating smooth progression of experiences or events,
      • using narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters,
      • using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome,
      • using precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters, and
      • providing a conclusion that follows from and reflects on what is experienced, observed, or resolves over the course of the narrative.


Skill(s): gathering information and assessing credibility

  • The students can:
    • gather relevant information from multiple authoritative digital and print sources, using advanced searches effectively,
    • assess the strengths and limitations of each source in terms of the task, purpose, and audience,
    • integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance of any one source, and
    • follow a standard format for citation.



Skill(s): drawing evidence to support analysis, reflection, or research.

  • The students can:
    • draw evidence from literary or informational texts to support analysis, reflection, and research by:

a)   applying grades 11-12 reading standards to literature, and

b)   applying grades 11-12 reading standards to literary nonfiction.


Speaking and Listening:



Skill(s): presenting appropriate information

  • The students can:
    • deliver presentations using language that establishes and communicates a cogent, specific viewpoint whose logic the audience grasps, even as it considers additional or conflicting arguments, and
    • organize and refine all information, details, and evidence in a style and manner appropriate to their objective and audience and a variety of both formal and informal tasks.


Skill(s): using digital media

  • The students can:
    • incorporate various digital media in strategic ways that improve listeners’ understanding of and engagement with ideas, results, or other evidence presented, and
    • format and design content in presentations using color, size, and fonts, as well as the arrangement and display of any content to communicate the substance and meaning of their ideas and findings. 


Skill(s): adapting speech, demonstrating command of language

  • The students can:
    • distinguish between different occasions or situations, shaping their speech – its content, style, tone, and format – according to the student’s purpose, and the needs of the audience, which may be a small or large group of people the student does or does not know, depending on the occasion and the context of the speech,
    • decide, in light of their purpose and audience, what style or language to use, whether it is best to use more formal diction and syntax or a more informal, familiar tone, and
    • know the difference between the two and why a more formal tone is best for certain situations, and why it is always best to speak according to the conventions of formal English.





Skill(s): determine word meaning

  • The student can:
    • apply a range of strategies to derive or elucidate the meaning of any unfamiliar or multiple-meaning words found in grades 11-12 texts.


Skill(s): demonstrate understanding of word relationships/meanings

  • The student can:
    • show they know and can apply their knowledge of figurative language, word relationships, and nuances in the words they use when writing, speaking, and especially reading those complex texts they encounter in grades 11-12.


Enduring Understandings:


·         Exposure to societal ills can inspire social change.

·         Reading about nature can teach the reader an appreciation for beauty.

·         Escaping reality does not solve anyone’s problems.

·         The words we choose to use are important; we must learn to be precise and diverse in our vocabulary.

·         Masterpieces can apply to any time period.


Essential Questions:


·         What can fix society’s problems?

·         What can people learn from nature?

·         Is it better to escape or face reality?

·         Why do words matter?

·         How does literature from the past apply to the present?