Idea Transcript
Curriculum Map: American Literature 11 2013 Course: English 11 Subtopic: English Grade(s): None specified Unit: Unit 1: A Gathering of Voices: Literature of Early America (Beginnings to 1800) Subject: Language Arts Stage One - Desired Results Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content): STATE: PA Core Standards (2014) CC.1.2.11-12.A Determine and analyze the relationship between two or more central ideas of a text, (Intermediate) including the development and interaction of the central ideas; provide an objective summary of the text. CC.1.2.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says (Intermediate) explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. CC.1.2.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or (Intermediate) specific individuals over the course of the text. CC.1.2.11-12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text. (Intermediate) CC.1.2.11-12.E Analyze and evaluate the effectiveness of the structure an author uses in his or her (Intermediate) exposition or argument, including whether the structure makes points clear, convincing, and engaging. CC.1.2.11-12.F Evaluate how words and phrases shape meaning and tone in texts. (Intermediate) CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments. (Intermediate) CC.1.2.11-12.I Analyze foundational U.S. and world documents of historical, political, and literary (Intermediate) significance for their themes, purposes, and rhetorical features. CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, (Intermediate) 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. CC.1.2.11-12.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases (Intermediate) based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.2.11-12.L Read and comprehend literary non-fiction and informational text on grade level, reading (Intermediate) independently and proficiently. CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a (Intermediate) text, including the development and interaction of the themes; provide an objective summary of the text. CC.1.3.11-12.K Read and comprehend literary fiction on grade level, reading independently and proficiently. (Intermediate) CC.1.4.11-12.A Write informative/ explanatory texts to examine and convey complex ideas, concepts, and (Intermediate) information clearly and accurately. CC.1.4.11-12.B Write with a sharp, distinct focus identifying topic, task, and audience. (Intermediate) CC.1.4.11-12.D Organize complex ideas, concepts, and information so that each new element builds on that (Intermediate) which precedes it to create a 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. CC.1.4.11-12.E Write with an awareness of the stylistic aspects of composition. (Intermediate) Big Ideas: Students will understand that: There is a distinct connection between literature and geography.
Essential Questions: What is the relationship between literature and place?
Literature helps us understand our past, present, and progress.
How does literature shape or reflect society?
American literature is a broad label that encompasses the
What makes American literature American?
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development of a relatively young yet complex country. Early American literature focuses on themes dealing with Wilderness, Community, and Individualism. Concepts:Students will know... NOTES: Origin Myths NOTES: Author’s Purpose, p56 NOTES: Puritan Plain Style NOTES: Metaphor NOTES: Sermon NOTES: Rhetorical Devices NOTES: Persuasion p110 NOTES: Heroic Couplets p122 EQ Vocab:
Competencies (including Transfer goals):Students will be able to independently use their learning to... The students will be able to acquire and identify the significance of new vocabulary in context. The students will develop an understanding of the earliest possible roots of American literary history. The students will be able to discuss and respond to prompts demonstrating comprehension of a variety of literature. The students will write a reflective essay that connects to a powerful metaphorical concept.
magnificent obstacle resources independence straightforward optimism rational articulate idealism ANGLICIZING ( pg9) unconscious depths ancestors protruded Vocabulary, p56 peril habitation subject to adversity calamity relent Word analysis: Latin prefix omni-
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despotism privileges vigilant unanimity Word Analysis: Latin -rect- and –tudeStage Two - Assessment Evidence Performance Tasks/Products/Projects Small/Large Group discussions Reflective Essay Journal Entries Literary Analysis / Critical Reading responses Notes: Terminology/Concepts Key Vocabulary Root notes Other Evidence (Tests, quizzes, etc) Unit Vocab quiz End of Selection/Unit tests Stage Three - Learning Plan Learning Activities: UNIT 1 – A GATHERING OF VOICES (Beginning-1800)
Reading Strategies
Read Snapshot, Background, and EQ Across Time p 2-13
Literary Analysis
Vocabulary
Grammar/Writing
Assessment
EQ Vocab:
JE: Respond to EQ:
magnificent
What were the major roles of early American writers?
(2 days)
obstacle resources independence straightforward optimism rational articulate idealism ANGLICIZING ( pg9) Part 1 - Creation
Reading Warm-ups
NOTES: Origin Myths
unconscious
Coordinating
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Myths “The Earth on the Turtle’s Back”
A and B, UR1, p1718
depths
conjunctions
ancestors
Establish a Purpose for Reading p18
protruded
“When Grizzlies Walked Upright”
UR1 p20
“from the Navajo Origin Legend” (5 days) From Of Plymouth Plantation
Breaking down long sentences, p56
Author’s Purpose, p56
Vocabulary, p56
Critical Reading p65
Writing: Reflective Essay
peril (3 days) habitation subject to adversity calamity Part 2 – “To My Dear and Loving Husband” p76 (2 days) “Huswifery”p82 (4 days) Sinners in the Hands of an Angry God p86
Reading Warm-ups A/B 90-91
Puritan Plain Style
relent
Adjust Your Reading Rate p80
Metaphor
Context Clues p84
Sermon
Word analysis: Latin Correlative prefix omniconjunctions
(5 days) Part 3 – Speech in the Virginia Convention – Patrick Henry p100 and Benjamin Franklin p 104
Critique Their Appeal to Friendly and Hostile Audiences p98
Rhetorical Devices
(2 days) “To His Excellency, General Washington” (3 days)
Reading for Information p 128
privileges
vigilant unanimity
(5 days)
The Declaration of Independence
despotism
Analyze Word Choice p110
Persuasion p110
Heroic Couplets p122
Word Analysis: Latin -rect- and –tude-
Critical Reading OR Selection Test
Test Practice: Reading p133
Test Practice: Reading p187
Timed Writing: Responding to the EQ
(3 days)
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Materials and Resources: Pearson American Literature series
Unit Vocab quiz
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Unit: Unit 2: A Growing Nation: Literature of the American Renaissance (1800-1870) Subject: Language Arts Stage One - Desired Results Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content): STATE: PA Core Standards (2014) CC.1.2.11-12.A Determine and analyze the relationship between two or more central ideas of a text, (Intermediate) including the development and interaction of the central ideas; provide an objective summary of the text. CC.1.2.11-12.B Cite strong and thorough textual evidence to support analysis of what the text says (Intermediate) explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. CC.1.2.11-12.C Analyze the interaction and development of a complex set of ideas, sequence of events, or (Intermediate) specific individuals over the course of the text. CC.1.2.11-12.F Evaluate how words and phrases shape meaning and tone in texts. (Intermediate) CC.1.2.11-12.H Analyze seminal texts based upon reasoning, premises, purposes, and arguments. (Intermediate) CC.1.2.11-12.I Analyze foundational U.S. and world documents of historical, political, and literary (Intermediate) significance for their themes, purposes, and rhetorical features. CC.1.2.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, (Intermediate) 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. CC.1.2.11-12.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases (Intermediate) based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.2.11-12.L Read and comprehend literary non-fiction and informational text on grade level, reading (Intermediate) independently and proficiently. CC.1.3.11-12.A Determine and analyze the relationship between two or more themes or central ideas of a (Intermediate) text, including the development and interaction of the themes; provide an objective summary of the text. CC.1.3.11-12.C Analyze the impact of the author’s choices regarding how to develop and relate elements of (Intermediate) a story or drama. CC.1.3.11-12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text. (Intermediate) CC.1.3.11-12.H Demonstrate knowledge of foundational works of literature that reflect a variety of genres (Intermediate) in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. CC.1.3.11-12.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases (Intermediate) based on grade-level reading and content, choosing flexibly from a range of strategies and tools. CC.1.3.11-12.J Acquire and use accurately general academic and domain-specific words and phrases, (Intermediate) 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. CC.1.3.11-12.K Read and comprehend literary fiction on grade level, reading independently and proficiently. (Intermediate) CC.1.4.11-12.A Write informative/ explanatory texts to examine and convey complex ideas, concepts, and (Intermediate) information clearly and accurately. CC.1.4.11-12.B Write with a sharp, distinct focus identifying topic, task, and audience. (Intermediate) CC.1.4.11-12.L Demonstrate a grade-appropriate command of the conventions of standard English (Intermediate) grammar, usage, capitalization, punctuation, and spelling. CC.1.4.11-12.M Write narratives to develop real or imagined experiences or events. (Intermediate) CC.1.4.11-12.N Engage and orient the reader by setting out a problem, situation, or observation and its (Intermediate) significance, establishing one or multiple points of view, and introducing a narrator and/or characters. CC.1.4.11-12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and
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(Intermediate)
CC.1.4.11-12.P (Intermediate)
CC.1.4.11-12.Q (Intermediate) CC.1.5.11-12.A (Intermediate)
pacing to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Write with an awareness of the stylistic aspects of writing. Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Big Ideas: Students will understand that: There is a distinct connection between literature and geography.
Essential Questions: What is the relationship between literature and place?
Literature helps us understand our past, present, and progress.
How does literature shape or reflect society?
American literature is a broad label that encompasses the development of a relatively young yet complex country. Early American literature focuses on themes dealing withWilderness, Community, and Individualism.
What makes American literature American? How can writing help us better understand the world?
One purpose of expository writing is to draw connections between two or more texts or authors. [NOTE: TAILOR AT LEAST ONE OF THE BIG IDEAS TO A DIFFERENT CULTURAL POINT FROM THE EQ PREREADING SECTION] Concepts:Students will know... NOTES Characterization Meter and Mood Gothic Literature p291 What is Gothic Literature? Fig Lang Author’s Style, Fig Lang, Metaphor, and Analogy Exact and Slant Rhyme p407 Epic Poetry Vocabulary and Root work barrier
Competencies (including Transfer goals):Students will be able to independently use their learning to... The students will be able to acquire and identify the significance of new vocabulary in context. The students will develop an understanding of a key period of development in American literary history. The students will be able to discuss and respond to prompts demonstrating comprehension of a variety of literature. The students will write an essay that makes a connection between two texts or between the characteristics of a genre and a text.
acquisition exploration market invention technology individualist colloquial self-reliant Word Analysis: Latin ex-
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prevalent discord treacherous extort ostentation parsimony efface eloquence pensive venerable Latin root: -voc importunate munificent equivocal specious anomalous sentience Word Analysis: Latin prefix: abperpetual decorum tranquil conviction chaos aversion absolve Word Analysis: Latin root: -fludilapidated sublime superfluous magnanimity Word Analysis: Latin root: -finsurmised eternity
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interposed affliction ample finite infinity Multiple meaning words Denotation stirring abeyance effuse bequeath stealthily robust Stage Two - Assessment Evidence Performance Tasks/Products/Projects Small/Large Group discussions Writing: Essay Evaluating Differing Critical Views Or an essay Exploring the Gothic traits Or comparison of two Gothic stories Journal Entries Literary Analysis / Critical Reading responses Multiple Poetry exercises Short fiction Notes: Terminology/Concepts Key Vocabulary Root notes Other Evidence (Tests, quizzes, etc) Unit Vocab Quiz End of Selection/Unit tests Stage Three - Learning Plan Learning Activities: Reading Strategies
Literary Analysis
Vocabulary
Grammar/Writing
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UNIT 2 – A GROWING NATION Read Snapshot, Background, and EQ (1 day) p210-
barrier
JE: Respond to EQ:
acquisition
What makes American literature “sound” American?
exploration market invention technology individualist colloquial Part 1 - “The Devil and Tom Walker” p227 (4 days)
Evaluate the Influences of the Historical Period p226
Characterization
self-reliant Word Analysis: Latin ex-
Writing: Writing Fiction – A Modern Retelling of a Story
prevalent discord treacherous extort ostentation
“Song of Hiawatha” p258 and “The Tide Rises, The Tide Falls” p 260 by Longfellow
Summarize
Meter and Mood
parsimony efface eloquence pensive
venerable
“Old Ironsides” p266 by Oliver Wendell Holmes (5 days) “The Fall of the House of Usher” p293 (5 days)
Break Down Long Sentences p291
Gothic Literature p291
Latin root: -voc-
What is Gothic Literature?
importunate munificent
Writing a Poem – Write an Ode about something that inspires you
Comparative and Superlative Adjectives and Adverbs p321
equivocal
Grammar in Your Writing 321
specious
anomalous
Writing: Essay Evaluating Differing Critical Views
sentience
Or an essay Exploring the Gothic traits
“Where is Here?”
Or comparison of two Gothic stories
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by Joyce Carol Oates p 325 (2 days) Part 3 from Nature, SelfReliance, and “Concord Hymn” p366-371 (2 days)
Challenging or Questioning the Text
Fig Lang
Word Analysis: Latin prefix: abperpetual decorum tranquil conviction chaos aversion absolve
From Walden p378 (3 days)
Analyze the Author’s Implicit and Explicit Philosophical Assumptions p376
Author’s Style, Fig Lang, Metaphor, and Analogy
Word Analysis: Latin root: -flu-
Writing: Editorial
dilapidated sublime superfluous
Part 4
Rereading p407
Exact and Slant Rhyme p407
Emily Dickinson’s Poetry pg404 (1 day)
magnanimity Word Analysis: Latin root: -fin-
surmised eternity interposed affliction ample finite
Walt Whitman’s Poetry (2 days)
Adjust Your Reading Rate
Epic Poetry
infinity Multiple meaning words
Writing: Free Verse Poem in Honor of Whitman
Denotation stirring abeyance effuse bequeath stealthily robust
Analyzing Functional and
Unit Vocab quiz
Timed Writing: Responding to the EQ Timed Writing (397)
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Expository Texts pg392-397 (2 days) Materials and Resources: Pearson American Literature series
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Unit: Unit 3: Division, Reconciliation, and Expansion: Literature of the Civil War and the Frontier (1850-
1914) Subject: Language Arts Stage One - Desired Results Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content): STATE: PA Core Standards (2014) CC.1.2.11-12.A (Advanced) 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. CC.1.2.11-12.B (Advanced) 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. CC.1.2.11-12.C (Advanced) Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. CC.1.2.11-12.E (Advanced) 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. CC.1.2.11-12.F (Advanced) Evaluate how words and phrases shape meaning and tone in texts. CC.1.2.11-12.H (Advanced) Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC.1.2.11-12.I (Advanced) Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. CC.1.2.11-12.J (Advanced) 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. CC.1.2.11-12.K (Advanced) 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. CC.1.2.11-12.L (Advanced) Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.3.11-12.A (Advanced) 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. CC.1.3.11-12.B (Advanced) 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. CC.1.3.11-12.F (Advanced) Evaluate how words and phrases shape meaning and tone in texts. CC.1.3.11-12.H (Advanced) 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. CC.1.3.11-12.K (Advanced) Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.11-12.A (Advanced) Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC.1.4.11-12.B (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.D (Advanced) Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a 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. CC.1.4.11-12.E (Advanced) Write with an awareness of the stylistic aspects of composition. CC.1.4.11-12.F (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.11-12.H (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.R (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.11-12.S (Advanced) Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction. CC.1.4.11-12.T (Advanced) 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
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purpose and audience. CC.1.4.11-12.V (Advanced) 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. CC.1.4.11-12.W (Advanced) 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. CC.1.4.11-12.X (Advanced) 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. CC.1.5.11-12.A (Advanced) Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CC.1.5.11-12.B (Advanced) 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. Big Ideas: Students will understand that: There is a distinct connection between literature and geography.
Essential Questions: What is the relationship between literature and place?
Literature helps us understand our past, present, and progress.
How does literature shape or reflect society?
American literature is a broad label that encompasses the development of a relatively young yet complex country. Early American literature focuses on themes dealing with Wilderness, Community, and Individualism. [UPDATE THIS]
What makes American literature American? How can writing help us better understand the world? How can research help a writer improve his or her writing?
One purpose of expository writing is to analyze the decisions authors must make when crafting literature. Weaving research into one's own writing strengthen the claims an author makes. [NOTE: TAILOR AT LEAST ONE OF THE BIG IDEAS TO A DIFFERENT CULTURAL POINT FROM THE EQ PREREADING SECTION] Concepts:Students will know...
Competencies (including Transfer goals):Students will be able to independently use their learning to...
NOTES Point of View Autobiography/Author’s Purpose Diction Humor Irony Rhyme Scheme Narrative poetry Vocabulary and Root work industry
The students will be able to acquire and identify the significance of new vocabulary in context. The students will develop an understanding of a key period of development in American literary history. The students will be able to discuss and respond to prompts demonstrating comprehension of a variety of literature. The students will write an essay that makes a connection between two texts or between the characteristics of a genre and a text.
transportation rural objective realistic pragmatism
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lamentation forum unflinching Vocab etiquette deference dictum summarily apprised ineffable Vocab benevolent deficient fervent opposition consternation intolerable Vocab consecrate hallow virtuous anarchy Vocab transient prodigious eminence garrulous conjectured monotonous interminable Vocab conjectural unwonted appendage conflagration peremptorily Vocab shares pervading
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levee emigrants profusion foothold prairie forded ravine Vocab forestall repression elusive tumultuously Vocab guile myriad Word Analysis: Latin root –genus Stage Two - Assessment Evidence Performance Tasks/Products/Projects Small/Large Group discussions Writing: Essay analyzing an author's use of a stylistic device or figurative language Research Task Journal Entries Literary Analysis / Critical Reading responses Poetry Exercise Notes: Terminology/Concepts Key Vocabulary Root notes Other Evidence (Tests, quizzes, etc) Unit Vocab Quiz End of Selection/Unit tests Stage Three - Learning Plan Learning Activities: Unit 3 – Division, Reading Strategies Reconciliation, and Expansion Read Snapshot, Background, and EQ p462-473(1 day)
Literary Analysis
Vocabulary
Grammar/Writing
Assessment
industry
JE: Respond to something in the intro
transportation rural objective realistic pragmatism
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lamentation forum unflinching Vocab
Connection to EQ
ST
etiquette
deference dictum
Writing: Critical Essay on a Stylistic Device p 491
and
summarily
Or in Horseman?
“Horseman in the Sky” (2 days)
apprised
Part 1 “An Occurrence at Owl Creek Bridge” by Ambrose Bierce p478
Frederick Douglass – My Bondage and my Freedom pg518527 (2 days)
Analyzing the Story’s Pattern of Organization Annotation refresher
Setting a Purpose
Point of View
ineffable Autobiography/Author’s Vocab Purpose benevolent
Misplaced/Dangling modifiers
ST
deficient fervent opposition
“The Gettysburg Address” by Lincoln and “Letter to His Son” by Lee p536-543 (3 days)
Apply background knowledge
Diction
Part 2
Clarify and Interpret Humor
consternation intolerable Vocab consecrate hallow virtuous
Twain p565-
anarchy Vocab transient
prodigious eminence garrulous conjectured monotonous “To Build a Fire” by Jack London p594-611 (3 days)
Using introductory phrases and clauses to vary sentence structure
interminable Vocab
Research Task (5 days-optional)
ST
conjectural unwonted appendage conflagration peremptorily
“Heading West” and “I Will Fight No More Forever”
Analyzing Implicit and Explicit Assumptions and
Vocab shares
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by Chief Joseph p614-623
Beliefs
pervading
Primary Sources
levee
(2 days)
emigrants profusion foothold prairie forded ravine Part 3 “The Story of an Hour” Chopin p626-633 (2 days)
Analyze Philosophical Argument
Irony
Vocab
Connection to the EQ
ST
forestall repression elusive
Writing: Reflective Essay
tumultuously Paul Laurence Dunbar “We Wear the Mask” (p638) compared to Edwin Arlington Robinson’s “Richard Cory” (644) p634-649 (1day)
Analyze the effect of Rhyme Scheme the historical period Narrative poetry
Materials and Resources: Pearson American Literature series
Vocab
Vocab Quiz
guile myriad Word Analysis: Latin root –genus
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Unit: Unit 4: Disillusion, Defiance, and Discontent: Literature of the Modern Age (1914-1945) Subject: Language Arts Stage One - Desired Results Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content): Big Ideas: Students will understand that: There is a distinct connection between literature and geography.
Essential Questions: What is the relationship between literature and place?
Literature helps us understand our past, present, and progress.
How does literature shape or reflect society?
American literature is a broad label that encompasses the development of a relatively young yet complex country. Early American literature focuses on themes dealing with Wilderness, Community, and Individualism. [UPDATE THIS]
What makes American literature American? How can writing help us better understand the world?
One purpose of argumentative writing is to argue for one's interpretation of an author's work or claim.
[NOTE: TAILOR AT LEAST ONE OF THE BIG IDEAS TO A DIFFERENT CULTURAL POINT FROM THE EQ PREREADING SECTION] Concepts:Students will know... NOTES Dramatic Monologue Imagism Allegory Satire, Tone Author’s Style Author’s Style Resolution Archetype Apostrophe Blank Verse Speaker Autobiography Vocabulary and Root work Development
Competencies (including Transfer goals):Students will be able to independently use their learning to... The students will be able to acquire and identify the significance of new vocabulary in context. The students will develop an understanding of a key period of development in American literary history. The students will be able to discuss and respond to prompts demonstrating comprehension of a variety of literature. The students will write an essay that explores their understanding of a quotation about literature.
metropolis anonymity disillusion awareness cultural consciousness indirect breadth Vocab
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tedious insidious digress malingers meticulous obtuse Vocab voluminous dogma apparition Word Analysis: Latin root proVocab dispersal plodding embankment frantic Vocab migrant exposures huddled stout Word Analysis: Greek root -psych Vocab conduct psychology sensible Vocab sowed reaped Vocab detached disgrace resign Vocab Relevant “Vietnam” vocab Word Analysis: Latin prefix –in Vocab encroached
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vanquished vindicated circumvent virulent inextricable Vocab grave limber persistent obstinate Vocab brutal wanton cunning Sentence Completion Word Analysis: Latin root –lumVocab poise rueful luminary Vocab lulled dusky liberty Connotation and Denotation: Words for Freedom Vocab handiwork heritage rituals effigies Vocab brazenness caper duration exalted
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Vocab: Using New Words Quiz Stage Two - Assessment Evidence Performance Tasks/Products/Projects Small/Large Group discussions Writing: Essay making and supporting a claim regarding a quote about literature Research Task Journal Entries Literary Analysis / Critical Reading responses Poetry Exercise Notes: Terminology/Concepts Key Vocabulary Root notes Other Evidence (Tests, quizzes, etc) Unit Vocab Quiz End of Selection/Unit tests Stage Three - Learning Plan Learning Activities: Unit 4 – Reading Strategies Disillusion, Defiance, and Discontent Read Snapshot, Background, and EQ p690-701(1 day)
Literary Analysis
Vocabulary
Grammar/Writing
Assessment
Development
JE: RESPOND TO EQ:
metropolis anonymity disillusion awareness cultural
What identities emerged from American Literature by 1945? Which of these identities could fit closest to your personality?
consciousness indirect breadth “The Love Song of J. Alfred Prufrock” p706712 (3 days)
Adjust your Reading Rate
Dramatic Monologue
Vocab
Connection to EQ
ST
obtuse Vocab
Connection to EQ
voluminous
tedious insidious
digress malingers meticulous
The Imagist Poets p716-727 (3days)
Engaging your Senses
Imagism
dogma apparition
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“The Turtle” from Analyze Patters of the Grapes of Symbolism Wrath
Allegory
Word Analysis: Latin root pro-
Critical reading
Research Task
Vocab p756-763 (1day) dispersal plodding embankment “Migrant Mother” and “Dustbowl Blues” p766-771 (1 day)
frantic Vocab migrant exposures huddled
“The Unknown Citizen” p772777 (1day)
Structure Related to Meaning
Satire, Tone
stout Word Analysis: Greek root -psych Vocab conduct psychology
E.E. Cummings
Paraphrase
Author’s Style
p778-783 (1 day) Part 2 “In Another Country” by Ernest Hemingway p798-807 (3days)
sensible Vocab sowed
Strategies for Reading Short Stories
Author’s Style
reaped Vocab
Writing: Poet’s ST Intro for Cummings or another American Poet so far Writing: Essay on Style
ST
detached
resign
Or making a claim about Hemingway's “Iceberg” theory essay
Vocab
disgrace
Identifying with Characters
“Indian Camp” "A Clean, Well Lighted Place" Tim O’Brien – “Ambush” p 808813 (1 day) and “Speaking of Courage” (2 days) “A Rose for Emily” and “Nobel Prize Acceptance Speech” p814-829 (3days)
Relevant “Vietnam” vocab
Clarify Ambiguity
Resolution
Word Analysis: Latin prefix –in Vocab encroached vanquished vindicated circumvent virulent
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inextricable “A Worn Path” by Eudora Welty
Generate Questions/Make Predictions
Archetype
Vocab
Connecting to EQ
grave
limber
P846-857 (2days) persistent obstinate Carl Sandburg poetry
Evaluate the Effects of Repetition
Apostrophe
Vocab
Writing: Analytical Essay (OPTIONAL)
Writing: Critical Essay – make a claim using “Out, Out” as a basis
brutal 866-871 (1 day) wanton cunning
Robert Frost’s poetry
Read poetry in Sentences
Blank Verse
“Out, Out—“ 872887
Sentence Completion Word Analysis: Latin root –lumVocab poise
(2days) rueful
luminary
Apply a Critical Perspective
Speaker
Vocab
Grammar:
p900-909
lulled
Pronoun/Antecedent agreement
(1 day)
dusky
Part 3 Hughes’s Poetry
liberty
“Study the Masters” and “For My Children” p914-919
Comparing Poetry for Cultural Identity
Connection to the EQ
handiwork heritage
(1 day)
Dust Tracks on a Road excerpt
Connotation and Denotation: Words for Freedom Vocab
rituals Analyze the Effect of the Author’s Purpose
Autobiography
effigies Vocab brazenness
p928-937 (2days)
caper duration
Writing: Reflective Essay
exalted
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Vocab: Using New Words Quiz Materials and Resources: Pearson American Literature series
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Unit: Unit 5: Prosperity and Protest: Literature of the Postwar Era (1945-1970) Subject: Language Arts Stage One - Desired Results Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content): STATE: PA Core Standards (2014) CC.1.2.11-12.A (Advanced) 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. CC.1.2.11-12.B (Advanced) 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. CC.1.2.11-12.C (Advanced) Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. CC.1.2.11-12.D (Advanced) Evaluate how an author’s point of view or purpose shapes the content and style of a text. CC.1.2.11-12.E (Advanced) 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. CC.1.2.11-12.G (Advanced) 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. CC.1.2.11-12.H (Advanced) Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC.1.2.11-12.I (Advanced) Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. CC.1.2.11-12.J (Advanced) 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. CC.1.2.11-12.K (Advanced) 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. CC.1.2.11-12.L (Advanced) Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.3.11-12.A (Advanced) 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. CC.1.3.11-12.G (Advanced) 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.) CC.1.3.11-12.J (Advanced) 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. CC.1.3.11-12.K (Advanced) Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.11-12.A (Advanced) Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. CC.1.4.11-12.B (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.F (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. CC.1.4.11-12.G (Advanced) Write arguments to support claims in an analysis of substantive topics. CC.1.4.11-12.H (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.I (Advanced) 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. CC.1.4.11-12.K (Advanced) Write with an awareness of the stylistic aspects of composition. CC.1.4.11-12.Q (Advanced) Write with an awareness of the stylistic aspects of writing. CC.1.4.11-12.U (Advanced) Use technology, including the Internet, to produce, publish, and update individual or shared
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writing products in response to ongoing feedback, including new arguments and information. CC.1.4.11-12.V (Advanced) 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. CC.1.4.11-12.W (Advanced) 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. CC.1.5.11-12.B (Advanced) 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. CC.1.5.11-12.D (Advanced) Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. CC.1.5.11-12.E (Advanced) Adapt speech to a variety of contexts and tasks. CC.1.5.11-12.F (Advanced) Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. CC.1.5.11-12.G (Advanced) Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content. Big Ideas: Students will understand that:
Essential Questions:
There is a distinct connection between literature and geography.
What is the relationship between literature and place?
Literature helps us understand our past, present, and progress.
How does literature shape or reflect society?
American literature is a broad label that encompasses the development of a relatively young yet complex country. Early American literature focuses on themes dealing with Wilderness, Community, and Individualism. [UPDATE THIS]
What makes American literature American? How can writing help us better understand the world?
Political cartoons and letters to the editor both serve important functions in American society. [NOTE: TAILOR AT LEAST ONE OF THE BIG IDEAS TO A DIFFERENT CULTURAL POINT FROM THE EQ PREREADING SECTION] Concepts:Students will know... NOTES: Implicit Theme Editorial Grotesque characters and characterization Plot Extended Metaphor Setting/Symbol Rhetorical Devices Plot and Dramatic Exposition Conflict and Biblical Allusions Characterization and Irony Tragedy and Allegory
Competencies (including Transfer goals):Students will be able to independently use their learning to... The students will be able to acquire and identify the significance of new vocabulary in context. The students will develop an understanding of a key period of development in American literary history. The students will be able to discuss and respond to prompts demonstrating comprehension of a variety of literature. The students will write an analysis of a political cartoon and produce one of their own. The students will produce a letter to the editor or business letter.
Vocab international
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diplomacy protest prosperity rebellion avant-garde cityscape underground suburbs Vocab Evacuated Volition Rendezvous Incessant convivial Military Words from Other Languages Vocab civilian license undertaking canvass collective expenditures estimates receipts Vocab desolate listed ominous ravenous morose Word Analysis: Latin Root – solContext Clues Vocab Word Analysis: Latin Root – litera-
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Context Clues Vocab absurdity realist taut Vocab latent engrossed jubilant superficial perdition Word Analysis: Latin prefix super Vocab alliance invective adversary eradicate flagrant profundity Word Analysis: Latin root –vert- or –versWord Analysis: Latin root –gratWord Analysis: Greek suffix –logy Word Analysis: legal terms Using resources to build vocab Word Analysis: words from myths Stage Two - Assessment Evidence Performance Tasks/Products/Projects Small/Large Group discussions Writing: Analyze and Create a Political Cartoon/Research Task Journal Entries Literary Analysis / Critical Reading responses Poetry Exercise Letter Writing Exercise Notes: Terminology/Concepts Key Vocabulary Root notes Other Evidence (Tests, quizzes, etc) Unit Vocab Quiz End of Selection/Unit tests Stage Three - Learning Plan Learning Activities: Unit 5 – Prosperity
Reading Strategies
Literary Analysis
Vocabulary
Grammar/Writing
Assessment
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and Protest Read Snapshot, Background, and EQ p966-(1 day)
Vocab
JE: Of the roles American writers played at the time, which one would you relate to most— why?
Connecting to the EQ
civilian
Timed Writing: responding to the EQ
license
undertaking
Time Writing: Analyze AND Create a political cartoon
international diplomacy protest prosperity rebellion avant-garde cityscape underground suburbs
Part 1
Analyzing Political Assumptions
Implicit Theme
Vocab
from Hiroshima and “Death of a Ball Turret Gunner”
Evacuated
p982-999 (2 days)
Rendezvous
Volition
Incessant convivial
Analyzing Political Cartoons / Ads with posters and Dr. Seuss
Evaluate the Persuasive use of Symbols
Editorial
1000-1007 w/Propaganda study and ethos/pathos/logos
Military Words from Other Languages Vocab
canvass collective
(3 days)
expenditures estimates receipts
Part 2 “The Live You Save May Be Your Own” by Flannery O’Connor P1010-1025 (4 days)
Drawing Conclusions
Grotesque characters and characterization
Vocab
desolate listed ominous ravenous morose Word Analysis: Latin Root – solContext Clues
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“2BR02B” and Slaughterhouse Five excerpt by Kurt Vonnegut, Jr. (2-3 days) “Constantly Risking Absurdity” and other poems by Lawrence Ferlinghetti and Beat Poetry p1041-1045(2 days) Part 3
Summarize
Plot
Vocab
Connecting to the EQ
Writing: Poem using an extended Metaphor
Avoiding Shifts in Verb Tense
Word Analysis: Latin Root – litera-
Visualizing the Action
Extended Metaphor
Context Clues Vocab absurdity realist taut
Identify Cause-andEffect Relationship
Setting/Symbol
“The Rockpile” by James Baldwin
Vocab latent engrossed
Grammar in your Writing
p1080-1091 jubilant (2 days) superficial perdition
Kennedy/King p1102-1113
Identify Main Ideas and Supporting Details
Rhetorical Devices
Word Analysis: Latin prefix super Vocab
Using Active, not Passive, Voice
alliance invective
Writing: Letter to the Editor/Business
adversary eradicate flagrant profundity
The Crucible, Act 1 The Crucible, Act 2
Identifying Text Structures Making Predictions
The Crucible, Act 3
Evaluate Arguments
The Crucible, Act 4
Evaluate the Influences of the Historical Period
Plot and Dramatic Exposition Conflict and Biblical Allusions Characterization and Irony
Tragedy and Allegory
Word Analysis: Latin root –vert- or –versWord Analysis: Latin root –gratWord Analysis: Greek suffix –logy Word Analysis: legal terms Using resources to build vocab Word Analysis: words from myths
Connecting to the EQ
Avoiding Sentence Fragments and Runons
Grammar in Your Writing
Materials and Resources: Pearson American Literature series
Writing: Literary criticism on Universal Theme (OPTIONAL)
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