web viewwelcome to english 11! ~ during this first week of school, students and teacher will get to...

Teacher: CORE English 11 Year: 2014-15

Course: English 11 Month: All Months

Welcome to English 11! ~

During this first week of school, students and teacher will get to know each other through a variety of activities. Students will complete a writing survey and brief writing assignment in order for teacher to determine where students are as writers as they begin their junior year.

Standards Essential Questions Assessments Skills Content Lessons Resources

1.4.e.1-Informative/Explanatory Conventions ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.a.1-Informative/Explanatory ~ Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 1.4.b.1-Informative/Explanatory Focus ~ Write with a sharp distinct focus identifying topic, task, and audience.1.4.f.2-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.x.1-Range of Writing ~ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

How effectively do I convey my thoughts in writing?

Why is it important to be a skilled writer in "the real world?"

Where am I at as a reader of literature?

Writing Survey

Diagnostic Essay

Reflect on individual feelings about writing.

Develop a diagnostic piece of writing.

Introduction to course content.

Distribution and survey of course textbook.

Informal writing survey

Diagnostic reflective essay

The American Experience. Prentice Hall Literature. New Jersey: Pearson Prentice Hall, 2005, print

Teacher-created survey

Teacher-created assignment

"The New World" ~

Students will examine Native American oral tradition and experience the earliest American literature, noting the enduring relevance of its themes and content. This unit will primarily focus on nonfiction prose (diaries, sermons, narratives), source documents and poetry. Unit One may extend into October.


RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.10-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. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficientlyRL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.9-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.RL.11-12.10-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 at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of

Where were the roots of American literature planted?

Why do people explore new worlds?

How does a foundation in the earliest American literature set the stage for

Quizzes on Literature

Creation and Presentation of Origin Myth

Written Defense of Argument

Description of Object from Nature

Unit One Test

Unit One

Explain how storytelling is an important piece of the American literary landscape.

Identify and analyze emerging themes in early American literature.

Make correlations between the themes of earliest American literature and contemporary American literature.

Native American Oral Tradition

Explorer accounts

Slave narratives

Differing contemporary viewpoints on Columbus's discovery of the New World.

A writer's motivation for creating a narrative text.

Colonist narratives

The Sermon and the Art of Persuasion

Teacher-created quizzes, tests, assignments, materials and resources

Classroom blog

Teacher-created Powerpoints

"Rethinking Colombus" - http://zinnedproject.org/

"America: The Story of Us" (video) - http://www.history.com/shows/america-the-story-of-us

The American Experience. Prentice Hall Literature. New Jersey: Pearson Prentice

the grades 11–CCR text complexity band independently and proficiently.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “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”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

a study of the complete body of American literature?

Vocabulary Test

Utilizing both primary source documents and literature, compare and contrast the experiences of the earliest American settlers.

Identify and explain elements of Puritan literature.

Analyze the role of speeches, including sermons, as a transmitter of early American experience.

Colonial literature

Puritan literature

The role of women in Puritan America

Writing - Descriptive, narrative and persuasive

Vocabulary as it appliies to Unit One literature and concepts

Hall, 2005, print.

Textbook companion site - www.phschool.com

"The Crucible" - A play by Arthur Miller ~

Although written in the early 1950's, The Crucible directly relates to September's study of the Puritans and Puritan literature, and a study of this play will reinforce the socio-historical context in which the play is set. In addition, students will experience dramatic form as they both read and perform the play. Emphasis will also be placed on literary elements found within the play. Debate skills will be analyzed as students prepare to debate issues within the play. Some carry-over from Unit One may occur to reinforce concepts prior to reading play.

Standards Essential Questions Assessments Skills Content LessonsResources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.3-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.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.10-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. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficientlyRL.11-12.3-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).SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of

How does immersion in drama differ from reading a literary work?

How does The Crucible represent the Puritan culture as discussed in Unit One?

How does a collective fear affect a group or individuals?

Quizzes - Author bio and individual acts

Unit Test

Compare/Contrast Paper

Class discussion

Position Paper

Debate

Unit Two Vocabulary Test

Utilize critical thinking skills to analyze issues such as morality, law, use/abuse of power,and religion.

Use formal speaking skills appropriate to grade-level and material.

Participate in dramatic readings.

Write a formal compare/contrast paper analyzing similarities and diffferences between The Crucible and "The Martians are Due on Maple Street."

Analysis of literary elements found within a play

Author's background and influence background has on literature

Classroom discussions and debate on issues presented in The Crucible

Write an effective compare/contrast paper

Analysis of historical significance of Salem Witch Trials

Which of you is a Witch?

Teacher-created quizzes, tests, assignments, materials and resources.

"The Monsters are Due on Maple Street" - DVD (Twilight Zone)

The Crucible - Movie, 1996

Interactive Salem Witch Trials web site - http://www.nationalgeographic.com/salem/

Arthur Miller biography - http://www.neh.gov/about/awards/jefferson-lecture/arthur-miller-biography

Various debate-planning resources

Miller, Arthur. The Crucible (Penguin Classics). London: Penguin Classics, 2003

evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10-Write routinely over extended time frames (time 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.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “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”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

How and why do religion, politics and persecution interact?

Does a governing body have the right to dictate morality?

Can a work of art bring about change in the world?

How is The Crucible still relevant today?

Collaboratively work within a group to prepare and engage in a debate on a central issue in the play.

Utilize research skills in order to prepare for debate.

Identify literary elements within the play and be able to discuss how these elements combine to create effect, tone, mood.

Interact with technology (Salem Witch Trials interactive web site)

"A New Nation" ~

Building upon precepts learned in September and October, students will examine movements toward the American Revolution and the colonist formation of a new government. Focus will be placed on primary source documents, essays, letters, speeches, and autobiographies. Argumentation and persuasion, both written and oral, will be examined.


L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.1b-Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.L.11-12.2b-Spell correctly.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2-Determine two or more central ideas of a text and analyze their

Why was the founding of America unique?

How is the movement toward revolution and the colonists' desire to establish a new government reflected in their literature?

How is did our Founding Fathers use rhetoric and persuasion to promote and

Quizzes on literature/documents

Unit Three Test

"Which Founding Father Are You?"

Classroom blog responses

Classroom blog responses

Identify defining themes in American literature.

Identify and explain the historic and literary significance of America's founding documents.

Analyze how tone is established in persuasive writing.

Analyze the use of literary

Biographical information on Founding Fathers

Analysis of primary source documents (Declaration of Independence, "Common Sense," "Speech to the Virginia Convention")

Classroom discussion on Founding Fathers' beliefs and actions v. current political leaders' beliefs and actions.

Independence... From Plagiarism

The American Experience. Prentice Hall Literature. New Jersey: Pearson Prentice Hall, 2005, print.


Primary source documents

http://www.constitutionfacts.com/

"The U.S. Constitution & Fascinating Facts About It" (pocket book)

Classroom blog

Textbook companion web site - www.phschool.com

development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3-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.RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.8-Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.RI.11-12.10-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. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficientlyRL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and

achieve their goals?

How is the theme of "American Exceptionalism" represented in the literature of the period?

elements in persuasive writing.

Compare and contrast points of view in arguments presented on related issues.

Identify elements of an effective debate on an issue.

Analyze the qualities of an effective argument.

Analysis of rhetoric and delivery of speech.

Examination of modern speeches from the 20th century.

Examination of and response to Washington Crossing the Delaware (painting, 1851)

Use of classroom blog to journal thoughts and opinions.

Creation of political campaign materials based on principles of Founding Fathers


decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10-Write routinely over extended time frames (time 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.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.3a-Engage and orient 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; create a smooth progression of experiences or events.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “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”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

"American Romanticism" ~

Students will read, analyze and discuss America's first truly notable period of literature. The works of Poe, Irving, Hawthorne, Cooper, Thoreau, Emerson and Dickinson will be examined, as focus will be on fictional prose and poetry. Emphasis will be placed on how the Romantic writers perceived individualism and how this perception remains relevant today. Due to the winter holiday break, this unit will carry over into January.

Standards Essential Questions AssessmentsSkills Content Lessons ResourcesL.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.1b-Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and

What is American Romanticism?

How did the changes in American culture prompt the darkness of Romanticism?

How does literature reflect the historical, social, and cultural forces during the Romantic period?

How were the Romantics' beliefs of optimism and individualism reflected in their writing?

How does the writing of the American Romantic period reflect individual and collective relationships to nature and society's subsequent feelings towards the Industrial Revolution?


Unit Four Test

Creation of "I Sing a Song..." poem

Classroom discussion

Blog responses

Panel Discussion

Define major characteristics of American Romanticism (use of symbols, myths, reverence for nature, celebration of self, isolationism and the "fantastic")

Define transcendentalism as an aspect of Romanticism, and explain how the two differ.

Analyze characterization techniques in American Romantic literature.

Understand the concept of "Manifest destiny" and identify how it is represented in Romantic literature.

Exemplars of works by romantic and transcendental writers including, but not limited to:

- Edgar Allan Poe- Nathaniel Hawthorne- Washington Irving- Henry David Thoreau- Ralph Waldo Emerson- Emily Dickinson- Walt Whitman

Study of literary elements (characterization, conflict, climax, setting, figurative language, etc.)

Response to film adaptation of "Fall of the

Walden Pond - A Panel Discussion





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).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7-Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)RL.11-12.9-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.RL.11-12.10-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 at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.11-12.6-Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

What is transcendentalism? How does it both compare to and differ from Romanticism?

Analyze the structure and effectiveness of transcendental essays.

Comprehend and utilize vocabulary words pertinent to the literature studied.

Draw connections between an author's life and his or her works.

Appreciate film adaptation of literary work ("The Fall of the House of Usher")

Effectively convey understanding of literary elements via digital creation

House of Usher" (blog response)

Creation of original "I Sing a Song of..." poem utilizing literary elements studied

Multi-media presentation on literary elements in a selected story.

Classroom discussions on literature read.

W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10-Write routinely over extended time frames (time 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.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.3a-Engage and orient 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; create a smooth progression of experiences or events.W.11-12.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.3c-Use 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 (e.g., a sense of mystery, suspense, growth, or resolution).W.11-12.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-12.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “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”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

"American Romanticism" ~

Students will read, analyze and discuss America's first truly notable period of literature. The works of Poe, Irving, Hawthorne, Cooper, Thoreau, Emerson and Dickinson will be examined, as focus will be on fictional prose and poetry. Emphasis will be placed on how the Romantic writers perceived individualism and how this perception remains relevant today. Due to the winter holiday break, this unit will carry over into January.

Standards Essential Questions Assessments Skills Content Lessons ResourcesL.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.1b-Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American Usage) as needed.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

What is American Romanticism?

How did the changes in American culture prompt the darkness of Romanticism?

How does literature reflect the historical, social, and cultural forces during the Romantic period?

How were the Romantics' beliefs of optimism and individualism reflected in their writing?


Unit Four Test

Creation of "I Sing a Song..." poem

Classroom discussion

Blog responses

Panel Discussion

Define major characteristics of American Romanticism (use of symbols, myths, reverence for nature, celebration of self, isolationism and the "fantastic")

Define transcendentalism as an aspect of Romanticism, and explain how the two differ.

Analyze characterization techniques in American Romantic

Exemplars of works by romantic and transcendental writers including, but not limited to:

- Edgar Allan Poe- Nathaniel Hawthorne- Washington Irving- Henry David Thoreau- Ralph Waldo Emerson- Emily Dickinson- Walt Whitman

Study of literary elements (characterization, conflict, climax,

Walden Pond - A Panel Discussion





L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-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).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.7-Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)RL.11-12.9-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.RL.11-12.10-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 at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.5-Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.SL.11-12.6-Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decision

How does the writing of the American Romantic period reflect individual and collective relationships to nature and society's subsequent feelings towards the Industrial Revolution?

What is transcendentalism? How does it both compare to and differ from Romanticism?

literature.

Understand the concept of "Manifest destiny" and identify how it is represented in Romantic literature.

Analyze the structure and effectiveness of transcendental essays.

Comprehend and utiliize vocabulary words pertinent to the literature studied.

Draw connections between an author's life and his or her works.

Appreciate film adaptation of literary work ("The Fall of the House of Usher")

Effectively convey understanding of literary elements via digital creation

setting, figurative language, etc.)

Response to film adaptation of "Fall of the House of Usher" (blog response)

Creation of original "I Sing a Song of..." poem utilizing literary elements studied

Multi-media presentation on literary elements in a selected story.

Classroom discussions on literature read.

making, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.3-Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10-Write routinely over extended time frames (time 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.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.3a-Engage and orient 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; create a smooth progression of experiences or events.W.11-12.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.3c-Use 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 (e.g., a sense of mystery, suspense, growth, or resolution).W.11-12.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-12.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “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”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

"A Troubled Young Nation" ~

Through literature, students will explore the challenges faced by our evolving young nation. These challenges include: westward expansion, slavery, industrialization and resulting growth of cities, and the Civil War. A variety of genres will be presented for examination including short stories, speeches, narratives, documents, informational texts and spirituals

Standards Essential Questions Assessments Skills Content LessonsResources

1.4.l.1-Opinion/Arguments Conventions of Language ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.2.j.1-Range of Reading ~ Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.1.4.e.1-Informative/Explanatory Conventions ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.r.1-Narrative Conventions of Language ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.s.1-Response to Literature ~ Draw evidence from literary or informational texts to support analysis, reflection, and research, applying

What is an American?

How can literature provide an accurate lens through which to look at history?

Quizzes on literature

Unit Five Test

Unit Five Vocabulary Test

Determine and analyze the development of themes in American literature of the nineteenth century.

Compare the treatment of related themes in different

Exemplars of literature for study and discussion including, but not limited to:

- Mark Twain- Edith Wharton

"The New Woman"

Homer, Winslow. A Visit from the Old Mistress (painting, 1876)



Gilman, Charlotte Perkins. "The Yellow Wallpaper." http://www.library.csi.cuny.edu/dept/history/lavender/wallpaper.html

grade level reading standards for literature and literary non-fiction.1.2.i.1-Vocabulary Acquisition and Use ~ 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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.1.4.a.1-Informative/Explanatory ~ Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 1.4.b.1-Informative/Explanatory Focus ~ Write with a sharp distinct focus identifying topic, task, and audience.1.4.f.2-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.2-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.3-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.4.x.1-Range of Writing ~ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.1.5.e.1-Integration of Knowledge and Ideas Context ~ Adapt speech to a variety of contexts and tasks.1.2.a.1-Key Ideas and Details Main Idea ~ Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.1.2.b.1-Key Ideas and Details Text Analysis ~ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.1.2.b.2-Key Ideas and Details Text Analysis ~ Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.1.2.c.1-Craft and Structure Point of View ~ Evaluate how an author's point of view or purpose shapes the content and style of a text.1.2.d.1-Craft and Structure Text Structure ~ Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.1.2.e.1-Craft and Structure Vocabulary ~ Evaluate how words and phrases shape meaning and tone in texts.1.2.f.1-Integration of Evaluation Evidence, Knowledge and Ideas ~ Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.1.2.g.1-Integration of Knowledge and Ideas Analysis Across Texts ~ Analyze seminal texts based upon reasoning, premises, purposes, and arguments.1.2.h.1-Integration of Knowledge and Ideas ~ Analyze foundational U.S.

How is the expanding idea of the American individual and the related idea of the pursuit of liberty in various forms reflected in the literature of the time?

How was the role of women in the late nineteenth century evolving?

Classroom discussions

Informative Essay on Role of Women in late 19th Century

Multi-media Presentation of Selected Literature

Recitation of Speech

genres (short story, autobiographies, narratives, speeches, spirituals).

Based upon literature studied, explain how fictional characters in late nineteenth century America express the challenges facing America at the time.

Utilize textual evidence to create an informative essay explaining how the positioning of the women protagonists in selected short stories exposes the authors' views of women in society.

Create and present a multi-media presentation summarizing a selection of literature.

Recite a significant section from a prominent speech from the time period. Include an oral introduction to the piece.

- Ambrose Bierce- Kate Chopin- Charlotte Perkins Gilman

Significant speeches of the time period including "The Gettysburg Address" and "I will fight no more forever"

Study of literary elements found within short stories

Examination of the role of women as depicted in the literature of the late 19th century

Analysis of spirituals for content and form

Creation of an informative essay examining the role of women in the 19th century

Gilman, Charlotte Perkins, "Why I Wrote The Yellow Wallpaper" (essay, 1913)

An Occurrence at Owl Creek Bridge (video)

Recordings of spirituals



and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.1.2.i.2-Vocabulary Acquisition and Use ~ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.1.3.a.1-Key Ideas and Details Text Analysis ~ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.1.3.b.1-Key Ideas and Details Literary Elements ~ Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.1.3.c.1-Key Ideas and Details Theme ~ Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.1.3.d.1-Craft and Structure Point of View ~ Evaluate how an author's point of view or purpose shapes the content and style of a text.1.3.e.1-Craft and Structure Text Structure ~ Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole.1.3.f.1-Craft and Structure Vocabulary ~ Evaluate how words and phrases shape meaning and tone in texts.1.3.g.1-Integration of Knowledge and Ideas Sources of Information ~ Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)1.4.c.1-Informative/Explanatory Content ~ Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.1.4.d.1-Informative/Explanatory Organization ~ Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.1.4.f.1-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.f.3-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.4.g.1-Opinion/Arguments ~ Write arguments to support claims in an analysis of substantive topics.1.4.h.1-Opinion/Arguments Focus ~ Write with a sharp distinct focus identifying topic, task, and audience. Introduce the precise, knowledgeable claim.1.4.i.1-Opinion/Arguments Content ~ Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the

Utilize technology to convey thoughts and ideas.

Creation of a digital presentation on a selected piece of literature

Blog responses to Homer's A Visit from the Old Mistress

audience's knowledge level, concerns, values, and possible biases.1.4.j.1-Opinion/Arguments Organization ~ Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.1.4.k.1-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.t.1-Production and Distribution of Writing Writing Process ~ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.1.4.u.1-Technology and Publication ~ Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.1.5.a.1-Comprehension and Collaboration Collaborative Discussion ~ Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.1.5.c.1-Presentation of Knowledge and Ideas ~ Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.1.5.d.1-Integration of Knowledge and Ideas Multimedia ~ Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.1.5.f.1-Conventions of Standard English ~ Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.

The Junior Research Paper ~

The junior research paper is a required component of the student's high school curriculum. Students will learn and immerse themselves in a step-by-step process designed to create a well-crafted, thoughtful, polished research paper of 5 - 7 pages in length. Students will utilize Noodletools throughout the process. Emphasis will also be placed on analyzing plagiarism - what it is and how to avoided through careful, proper documentation of sources. **As the junior research paper is expected to take four-to-six weeks to complete, the final copy of the paper may not be due until April.


1.4.l.1-Opinion/Arguments Conventions of Language ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.e.1-Informative/Explanatory Conventions ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.s.1-Response to Literature ~ Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.1.2.i.1-Vocabulary Acquisition and Use ~ 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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

What is plagiarism, and how do I avoid it?

How can technology help me in creating an effective,

Quizzes on Writing Process

Quiz on Plagiarism

Notecards

Thesis Statement

Evaluate research sources in order to determine validity of sources

Utilize technology in order to create a polished and

Understanding what plagiarism is, its consequences, and how it can be avoided through careful documentation of sources and effective paraphrasing

Determining credibility of research sources and materials

Plagiarism - What it Is, What it Isn't and How to Avoid It.

Noodletools

Teacher-created handouts

Teacher-created PowerPoints on each step of the writing the research paper.

Purdue Online Writing Lab - http://owl.english.purdue.edu/owl/

1.4.a.1-Informative/Explanatory ~ Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 1.4.b.1-Informative/Explanatory Focus ~ Write with a sharp distinct focus identifying topic, task, and audience.1.4.f.2-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.2-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.3-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.4.x.1-Range of Writing ~ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.1.2.a.1-Key Ideas and Details Main Idea ~ Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.1.2.b.2-Key Ideas and Details Text Analysis ~ Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.1.2.i.2-Vocabulary Acquisition and Use ~ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.1.3.a.1-Key Ideas and Details Text Analysis ~ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.1.3.i.1-Vocabulary Acquisition and Use Strategies ~ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibly from a range of strategies and tools.1.4.c.1-Informative/Explanatory Content ~ Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.1.4.d.1-Informative/Explanatory Organization ~ Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.1.4.f.1-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.f.3-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.4.g.1-Opinion/Arguments ~ Write arguments to support claims in an analysis of substantive topics.1.4.h.1-Opinion/Arguments Focus ~ Write with a sharp distinct focus identifying topic, task, and audience. Introduce the precise, knowledgeable claim.1.4.i.1-Opinion/Arguments Content ~ Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.1.4.j.1-Opinion/Arguments Organization ~ Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s)

credible research paper?

What are the steps in the research paper writing process?

How do I differentiate between credible and non-credible research sources?

Formal Outline

Works Cited Page

Junior Research Paper - Rough Draft

Junior Research Paper - Final Copy

effective formal research paper

Create annotated notecards via Noodletools as per MLA format

Create formal outline of research paper via Noodletools using MLA format

Utilize in-text citations in order to properly cite research sources

Create a properly formatted MLA Works Cited page

Use citation skills in order to avoid plagiarism

Compose a cohesive, logical thesis statement

Argue a point effectively utilizing research to support position.

Composition of properly formatted, annotated notecards (MLA) on Noodletools to aid in writing process

Creation of a formal outline which succinctly covers major points of research paper.

Development of a polished and complete thesis statement that effectively guides reader through research paper.

Utilization of in-text citations in order to give proper credit to sources

Creation of a properly formatted (MLA) works cited page

Creation of a rough draft that adheres to requirements of paper, including length of paper, use of in-text citations and a works cited page.

Effective revision of draft to ensure that conventions of English language are followed in final copy.

Proper formation of a final copy of research paper as per MLA guidelines

Library resources

and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.1.4.k.1-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.t.1-Production and Distribution of Writing Process ~ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.1.4.u.1-Technology and Publication ~ Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.1.4.v.1-Conducting Research ~ Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.1.4.w.1-Credibility, Reliability, Validity of Sources ~ Gather relevant information from multiple authoritative print and digital 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 on any one source and following a standard format for citation.1.5.c.1-Presentation of Knowledge and Ideas ~ Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.1.5.f.1-Conventions of Standard English ~ Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.

"Emerging American Modernism" ~

The emergence of American Modernism as a literary movement will be traced and analyzed as students explore the themes of "The American Dream" and disillusionment that marked the beginning of the Twentieth Century. Short stories (Faulkner, Hemmingway) and poetry (Frost, Millay, Eliot, L. Hughes) will be featured. A novel study of The Great Gatsby will address literary elements and spur further examination of what is meant by "The American Dream." **As needed, periodic class periods may be devoted to clarifying and re-teaching steps in the research paper process as students will be working on completion of paper.

Standards Essential Questions AssessmentsSkills Content LessonsResources

1.2.j.1-Range of Reading ~ Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.1.4.e.1-Informative/Explanatory Conventions ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.s.1-Response to Literature ~ Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.1.3.k.1-Range of Reading ~ Read and comprehend literary fiction on grade level, reading independently and proficiently.1.2.i.1-Vocabulary Acquisition and Use ~ 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; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.1.4.a.1-Informative/Explanatory ~ Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 1.4.b.1-Informative/Explanatory Focus ~ Write with a sharp distinct focus identifying topic, task, and audience.1.4.f.2-Informative/Explanatory Style ~ Write with an awareness of the stylistic

What is "The American Dream?"

How did modernization result in isolation and disillusionment in the early twentieth century?

How is this sense of isolation and disillusionment reflected in the literature of the time?

Quizzes on literature

Unit Six Test

Unit Six Vocabulary Test

Define and explain the origins of the Harlem Renaissance.

Explore the relationship between historical events and literature as reflected in the works of the Harlem Renaissance poets.

Define and explain the

Exemplars of early twentieth century literature, including, but not limited to, the works of:

- Ernest Hemingway- William Faulkner- F. Scott Fitzgerald- Langston Hughes- Edna Vincent Milay- Robert Frost- T.S. Eliot

What Would Gatsby Surf?


Fitzgerald, F. Scott. The Great Gatsby

"The American Dream and the American Negro." Debate. Cambridge University, 1965. http://rivendell.lib.uic.edu/news/2008/03/04/william-f-buckley-1965-debate

Singal, Daniel Joseph. "Toward a Definition of American Modernism." Essay. http://www.jstor.org/discover/

Hemingway, Ernest. "The Snows of Kilimanjaro." http://xroads.virginia.edu/~drbr/heming.html


aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.2-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.3-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.2.a.1-Key Ideas and Details Main Idea ~ Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.1.2.b.1-Key Ideas and Details Text Analysis ~ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.1.2.b.2-Key Ideas and Details Text Analysis ~ Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.1.2.c.1-Craft and Structure Point of View ~ Evaluate how an author's point of view or purpose shapes the content and style of a text.1.2.d.1-Craft and Structure Text Structure ~ Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.1.2.e.1-Craft and Structure Vocabulary ~ Evaluate how words and phrases shape meaning and tone in texts.1.2.i.2-Vocabulary Acquisition and Use ~ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.1.3.a.1-Key Ideas and Details Text Analysis ~ Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.1.3.b.1-Key Ideas and Details Literary Elements ~ Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama.1.3.c.1-Key Ideas and Details Theme ~ Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.1.3.d.1-Craft and Structure Point of View ~ Evaluate how an author's point of view or purpose shapes the content and style of a text.1.3.e.1-Craft and Structure Text Structure ~ Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole.1.3.f.1-Craft and Structure Vocabulary ~ Evaluate how words and phrases shape meaning and tone in texts.1.4.c.1-Informative/Explanatory Content ~ Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.1.4.d.1-Informative/Explanatory Organization ~ Organize complex ideas, concepts, and information so that each new element builds on that which

What is the Harlem Renaissance?

Lost Generation, noting the experimental nature of the works that represent this generation.

Using informational texts, identify modernist ideas.

Analyze the relationship between modernist style and content.

Examine evidence in literature, art, music and culture of the alienation of the "modern man."

Analyze a debate for rhetorical devices and effectiveness.


Novel study on The Great Gatsby with focus on the following literary elements:

- Theme- Characterization- Symbolism

Analysis of the use of metaphors in the poetry of Langston Hughes

Informative essay relating Singal's essay to a selected work from Fitzgerald or Hemingway.

Class discussion, via blog, analyzing rhetorical devices used in debate.

Study of vocabulary associated with literature read.


precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.1.4.f.1-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.t.1-Production and Distribution of Writing Writing Process ~ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.1.4.u.1-Technology and Publication ~ Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.1.5.a.1-Comprehension and Collaboration Collaborative Discussion ~ Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.1.5.b.1-Comprehension and Collaboration Evaluating Information ~ Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.1.5.b.2-Comprehension and Collaboration Evaluating Information ~ Evaluate how the speaker's perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author's stance, premises, links among ideas, word choice, points of emphasis, and tone.1.5.c.1-Presentation of Knowledge and Ideas ~ Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task.1.5.d.1-Integration of Knowledge and Ideas Multimedia ~ Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.1.5.f.1-Conventions of Standard English ~ Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.

"Challenges and Successes of the Twentieth Century" ~

Students will analyze the development of fiction in Post-WWII America. Texts that explore racial, cultural and political shifts in the nation will be featured in order to bring literary closure to our year-long study of American Literature. Although short stories and poetry will be highlighted, the majority of this unit will be devoted to a novel study of "The Catcher in the Rye" as an enduring piece of modern literature that defined a generation.


1.4.l.1-Opinion/Arguments Conventions of Language ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.

How does the literature of the latter half


Analyze the development of the short story

Exemplars of literature featuring, but

"Texting in the Rye"

Original New York Times book review of The Catcher in the Rye - http://www.nytimes.com/books/98/09/13/specials/salinger-rye01.html?_r=1

1.2.j.1-Range of Reading ~ Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.1.4.e.1-Informative/Explanatory Conventions ~ Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.1.4.s.1-Response to Literature ~ Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.1.3.k.1-Range of Reading ~ Read and comprehend literary fiction on grade level, reading independently and proficiently.1.4.a.1-Informative/Explanatory ~ Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. 1.4.b.1-Informative/Explanatory Focus ~ Write with a sharp distinct focus identifying topic, task, and audience.1.4.f.2-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.2-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing.1.4.k.3-Opinion/Arguments Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.4.x.1-Range of Writing ~ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.1.5.e.1-Integration of Knowledge and Ideas Context ~ Adapt speech to a variety of contexts and tasks.1.2.a.1-Key Ideas and Details Main Idea ~ Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.1.2.c.1-Craft and Structure Point of View ~ Evaluate how an author's point of view or purpose shapes the content and style of a text.1.2.d.1-Craft and Structure Text Structure ~ Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.1.2.e.1-Craft and Structure Vocabulary ~ Evaluate how words and phrases shape meaning and tone in texts.1.2.f.1-Integration of Evaluation Evidence, Knowledge and Ideas ~ Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.1.2.g.1-Integration of Knowledge and Ideas Analysis Across Texts ~ Analyze seminal texts based upon reasoning, premises, purposes, and arguments.1.2.h.1-Integration of Knowledge and Ideas ~ Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.1.2.i.2-Vocabulary Acquisition and Use ~ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.1.3.b.1-Key Ideas and Details Literary Elements ~ Analyze the impact of the author's choices regarding how to develop and relate elements of a story or

of the twentieth century reflect both the challenges and successes of America?

How do literary works reflect profound social and cultural shifts in post-WWII America?

How is a changing political landscape, featuring leaders such as John Kennedy and Ronald Reagan, reflected in post-modern literature?

Does twentieth century American literature represent a fulfillment of America's promise as set forth in previous units?

Unit Test

Unit Vocabulary Test

Speech Analysis Paper

Texting Collaborative Project

Book Review

Position Paper on NYT Article

in post-WWII America.

Explore the nature of African American literature during the Civil Rights movement following WWII.

Examine literary elements within a short story, comparing these elements to literary elements studied in earlier units (specifically focusing on characterization and theme).

Fluently read literature aloud.

Demonstrate understanding of figurative language.

Define and explain the Beat Generation, recognizing its contributions, both in form and subject matter, to post-WWII literature.


not limited to, the works of:

- Flannery O'Connor- John Updike- J.D. Salinger- Allen Ginsberg- Sylvia Plath- Elizabeth Bishop

Analysis of political speeches for common elements among them.

Identify and analyze literary elements within short stories and poetry to determine how such elements create meaning.

Re-write of original NYT book review of The Catcher in the Rye.

Select and defend a position based on information taken from newspaper article.

Class discussions, via blog, on Salinger's The Catcher in the

"Of Teen Angst and an Author's Alienation" (article) - http://www.nytimes.com/2010/01/29/books/29appraisal.html




Videos of speeches by John F. Kennedy and Ronald Reagan - www.youtube.com

Salinger, J.D. The Catcher in the Rye.

drama.1.3.c.1-Key Ideas and Details Theme ~ Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text.1.3.d.1-Craft and Structure Point of View ~ Evaluate how an author's point of view or purpose shapes the content and style of a text.1.3.e.1-Craft and Structure Text Structure ~ Evaluate the structure of texts including how specific sentences, paragraphs and larger portions of the texts relate to each other and the whole.1.3.f.1-Craft and Structure Vocabulary ~ Evaluate how words and phrases shape meaning and tone in texts.1.3.h.1-Integration of Knowledge and Ideas Text Analysis ~ Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics.1.3.i.1-Vocabulary Acquisition and Use Strategies ~ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 11-12 reading and content, choosing flexibly from a range of strategies and tools.1.4.c.1-Informative/Explanatory Content ~ Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.1.4.d.1-Informative/Explanatory Organization ~ Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.1.4.f.1-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.f.3-Informative/Explanatory Style ~ Write with an awareness of the stylistic aspects of composition. Establish and maintain a formal style.1.4.g.1-Opinion/Arguments ~ Write arguments to support claims in an analysis of substantive topics.1.4.h.1-Opinion/Arguments Focus ~ Write with a sharp distinct focus identifying topic, task, and audience. Introduce the precise, knowledgeable claim.1.4.i.1-Opinion/Arguments Content ~ Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.1.4.j.1-Opinion/Arguments Organization ~ Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; Use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented.1.4.k.1-Opinion/Arguments Style ~ Write with an awareness of the stylistic

Rye.

Study of vocabulary associated with literature.

aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.1.4.t.1-Production and Distribution of Writing Writing Process ~ Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.1.4.u.1-Technology and Publication ~ Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.1.5.a.1-Comprehension and Collaboration Collaborative Discussion ~ Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.1.5.d.1-Integration of Knowledge and Ideas Multimedia ~ Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.1.5.f.1-Conventions of Standard English ~ Demonstrate command of the conventions of standard English when speaking based on grade 11-12 level and content.

Final Exam ~ Students will review for and take the English 11 final exam.


What did I learn in English 11 this year?

English 11 Final Exam

Demonstrate comprehension and mastery of material taught in English 11.

Review of information and literature taught during English 11

Teacher-created study guide

Teacher-created final exam.

web viewwelcome to english 11! ~ during this first week of school, students and teacher will get to...

Documents