Name of Collaborative: American LiteratureMembers of Collaborative Team: Jamey Oliveira, Jan Weigand, Deborah Aughey, Marisa Braxton, Gene EybelmanCurriculum Area: EnglishUnit Title: Division, Reconciliation, and Expansion: Literature of the Civil War and the FrontierTime Frame: 3-4 Weeks

Note: Each teacher keeps his/her own copy reflecting teacher’s unit planDesired Results

Content Standards ( # and brief description): Copy and paste from Picasso

ELACC11-12RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

ELACC11-12 RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text

ELACC11-12RL3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

ELACC11-12RL9: Demonstrate knowledge of eighteenth, nineteenth, and early twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics

ELACC11-12RL10: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems in the grades 11-CCR text complexity band proficiently, with scaffolding as needed as needed at the high end of the range

ELACC11-12RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

ELACC11-12 RI2: Determine two or more themes or central ideas of text and analyze their development over the course of the text

ELACC11-12RI3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

ELACC11-12RI10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range

ELACC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research

ELACC11-12W10: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

ELACC11-12 SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among idea, world choice, points of emphasis and tone used.

ELACC11-12 L5: Demonstrate understanding of figurative language, world relationships, and nuances in word meaning

ELACC11-12 L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level

Essential Questions: What provocative questions will foster inquiry, understanding, and transfer of learning?

What is the relationship between place and literature? What makes American literature American? How does literature shape or reflect society? Why do people aspire to new dreams?

Unit Questions: Was the American Dream worth defending? How does Realism reflect and demonstrate American society? How can writers use language to describe and interpret life after war? How do writers use language to present war as a destructive force? How are the themes of conflict, war, and destruction reflected in the non-fiction

works of the Civil War and post-Civil War era? What are the fundamental tenets of American Naturalism?

Content (Unpack Nouns from Standards): Students will know…

Skills (Unpack Verbs from Standards):Students will be able to…

The impact of the Civil War on American literature

The meaning of, and be able to incorporate in their writing, new vocabulary specific to late nineteenth century literature

How to discuss the expanding idea of the American individual and the related idea of the pursuit of liberty in various forms

How to find and cite strong textual examples that exemplify author’s intent using concrete examples for literal meaning, and figurative language to explicate deeper meaning

The themes of American literature during the nineteenth century

How characters in late nineteenth century America express the challenges facing America at the time

Analyze works of the Civil War and the post-Civil War era

Write a narrative that will demonstrate understanding of the literary perspectives and voices of the period

Analyze the language used to describe life after the Civil War

Demonstrate an understanding of the elements of Naturalism, Regionalism and Realism in the Civil War and the post-Civil War era

Identify the various forms of Civil War literature such as diaries, journals, and speeches and analyze the effect of format on the content of the work

Determine and analyze the development of the theme or themes in American literature of the nineteenth century such as freedom, racism, the American dream,

“civilized society” vs. the wilderness

Compare and contrast the treatment of related themes in different genres

Cite textual evidence from fiction and nonfiction to explain how characters in late nineteenth century America express the challenges facing America at the time

Essential Vocabulary: What critical vocabulary must be learned in order to master the content?Content Vocabulary: Realism, Naturalism, Regionalism, omniscient point of view, limited third-person point of view, stream of consciousness, diary, journal, autobiography, diction, satire, internal conflict, external conflict, dramatic irony, verbal irony, situational irony, narrative poetry, theme, ethos, pathos, logosHistorical Vocabulary: abolition, frontier, American Dream, American individualism, “melting pot”Academic Vocabulary: compare, contrast, analyze, identify, cite, demonstrate, explain, acquire

Assessment EvidenceSummative

(attach)Cubing Perspective Assignment - Six Sides of the Civil War

Formative(build from Summative)

Graphic organizers, close reading, collaborative grouping, audio/visual activities, daily journals, text analysis, writing, socratic seminar

Learning PlanPacing Guide(weekly or daily)

3-4 Weeks- Realism, Naturalism and Regionalism

Engagement(Highlight all that

apply)

Independent activities Pairing /small Groups Learning Stations Cooperative learning Hands on Whole group instructionTechnology integration Project Lecture Peer tutoring Visuals Drawing/LabelingDiscussion Performance Task GameOther: FoldablesOther: Cubing

Learning Activities What learning experiences and instruction will enable students to achieve the desired results? Create a list with a brief description. (Teachers will choose various activities to support their students and their chosen texts within their individual classroom.)

Writing and Language Based Activities:1. Themes Writing- Students will explore various themes of such as benefits and costs of individual freedom, value of a nurturing family, negative aspects of group mentality, effects of racism on society, etc.

2. Peer Writing Groups- Students will gain experience evaluating and critiquing peer level work as well as accepting peer critiques.

3. Journal Entries- Several opening activities will involve exploration of prior knowledge of upcoming topics, or a reinforcement of covered material.

4. Argument Writing: Students will construct arguments for their own emancipation from an oppressor using legalese and including

grievances.

5. Narrative Writing: Students will compose narratives from various character perspectives, predicting events in the literature, or relating their lives to the texts.

6. Letter Writing: Students will write a formal letter using letter writing techniques.

Literature Analysis Activities:1. Literature Circle-Students will read selections as a group and divide interpretive responsibilities among the members. Common group roles include (but are not limited to): Discussion Director, Passage Master, Illustrators, and Summarizer. Groups will gain experience presenting findngs by sharing out to a larger audience.

2. Book Shares - Material will be provided to students to demonstrate multiple perspectives of the Civil War through the use of Civil War era pieces and contemporary viewpoints on the war, politics, and American society at the time

3. Video Clips - Short clips to provide visual reinforcement of the material being covered. The clips will provide concrete examples of what may seem like abstract concepts to the students.

Speaking and Listening Activities:1. Feather Circle- Sharing of narrative pieces for creative writing assignment

2. Peer Writing Groups- Students will gain experience evaluating and critiquing peer level work as well as accepting peer critiques

3. Power point Presentations- Students will take notes on Nineteenth century historical context including Realism, Naturalism, and Regionalism for pre-reading preparation.

4. Socratic Seminar: - After viewing clips, students will discuss humor and the evolution of humor over the years.

Differentiation(Specialized Instruction)

Note: Readiness and profiles include Students with Disabilities, Gifted, and EL.Ex: Students completing a reading task with choice of One-Pager OR Reflective Reading Strategy.

1. Multi-part assignments will be broken down into smaller mini-assignments with graphic organizers including step by step instructions to assist lower level students in completion of the assignment and to remain on task. Higher level students will not have the assignment chunked and will be allowed to work on task at home without classroom modifications.

2. Peer groups will be integrated with various levels (high and low) to provide peer assistance. Groups will be determined using writing assessments such as the beginning benchmark. Groups will also be closely monitored through informal group observations in order to ensure that concepts are being understood and that all students are able to comprehend presented material and offer suggestions.

3. Copies of all presented texts will be made available to students to help ensure they are able to follow material as presented. Presented material may also be projected to allow the instructor to mark and notate where required to point out and emphasize key information.

4. Copies of power point notes will be provided for students with visual needs.

5. Graphic Organizers will be provided for video clips to emphasize key information and provide a general summary of the information presented.

6. Graphic organizers for writing on paragraph format and essay format will be given to students writing at a lower level.

7. Post reading activities such as: fill in the blank questions, locating quotes to support key points, drawing key scenes, etc. that give reinforcement of key material for lower level students.

Materials/Resources Textbook Pieces (Teachers will choose various pieces to support their class instruction and student differentiation.):

“Occurrence at Owl Creek Bridge” – Ambrose Bierce From Mary Chestnut’s Civil War- Mary Chestnut “Recollections of a Private”- Warren Lee Goss A Confederate Account of the Battle of Gettysburg-

Randolph McKim “Go Down, Moses” “Swing Low Sweet Chariot” “The Gettysburg Address”- Abraham Lincoln Letter to his Son- Robert E. Lee “An Account of Experience with Discrimination”-

Sojourner Truth Huckleberry Finn - Mark Twain “To Build a Fire”- Jack London “I Will Fight No More Forever”- Chief Joseph “The Story of an Hour”- Kate Chopin “Richard Cory”- Edward Arlington Robinson Cold Mountain From “My Bondage and My Freedom”- Frederick

DouglassCollaborative

ReflectionReflection will be completed after we complete the summative assessment and gather the data from the assessment.

CAMPBELL HIGH SCHOOL UNIT PLAN TEMPLATEAdopted from Kell HS 08/01/2011