English 11 American Literature Grade, Lecture notes of English

Download English 11 American Literature Grade and more Lecture notes English in PDF only on Docsity! English 11 American Literature Grade: 11 (2 trimesters) Prerequisites: Successful completion of English 9 and English 10 Course Rationale​: English 11 is a two-trimester course that focuses on American literature, and the students will be given multiple opportunities to examine, analyze, and discuss seminal American texts, something the Common Core Curriculum recommends. Students will also have multiple opportunities to write, read, and discuss as they develop the critical thinking skills and study skills necessary to be successful students in high school and beyond. This course is organized chronologically, beginning with an overview of the American Dream, continuing with Native American literature and ending with Post- Modernism. Also included is the “language” unit, which includes the material covered in grammar vocabulary instruction. Texts: Holt McDougal ​Literature: American Literature Supplemental Texts: The Adventures of Huckleberry Finn​ by Mark Twain Of Mice and Men​ by John Steinbeck The Old Man and the Sea​ by Ernest Hemingway Fahrenheit 451​ by Ray Bradbury A Separate Peace​ by John Knowles Three outside novels for sustained silent reading (SSR). Two outside novels the first trimester; one outside novel the second trimester. Units of Study English 11A would cover literature units 1-4. Unit 1: The American Dream (1 week) Literature I, Too, Sing America​ by Hughes Myth of the Melting Pot America ​ by McKay Becoming America Writing- A Personal Essay- The American Dream/What does it mean to be an American? Unit 2: Freedom and Oppression Native American, Puritan and Slave Literature (6 weeks) Selected Pieces from the following: Native American Literature The World on the Turtle’s Back The Coyote and the Buffalo When Grizzlies Walked Upright The Navajo Origin Myth A Narrative of the Captivity​ by Mary Rowlandson Pilgrim/Puritan Literature Of Plymouth Plantation A Model of Christian Charity​ by John Winthrop Poetry of Anne Bradstreet Sinners in the Hands of an Angry God The Crucible Slave Literature Introduction to the Slave Narrative Poetry by Phillis Wheatley From ​To be a Slave From ​Life of a Slave Girl The Interesting Narrative of the Life of Olaudah Equiano From ​The Narrative of the Life of Frederick Douglass Writing- Compare/Contrast Essay of early American literature (blended quotes, MLA formatting) Unit 7: Modernism (3 weeks) Selected poems by Robert Frost Selected poems by various Harlem Renaissance authors Hills Like White Elephants​ by Ernest Hemingway One of the following: A Rose for Emily ​ by William Faulkner The Life You Save May be Your Own ​ by Flannery O’Connor One of the following novels: Of Mice and Men​ by John Steinbeck The Old Man and the Sea​ by Ernest Hemingway Writing- Literary Analysis Unit 8: Post-Modernism (3 weeks) Selected Poems by Maya Angelou One of the following: The Things They Carried​ or ​Speaking of Courage​ by Tim O’Brien The Lottery​ by Shirley Jackson Mother Tongue​ by Amy Tan Fahrenheit 451 ​ by Ray Bradbury Writing- Persuasive Essay and/or Literary Analysis Unit 9: Language (24 weeks) Review of Hyphens, Dashes, Colon and Semicolon Review of Verbs (subject-verb agreement, pronoun-antecedent agreement) Review of Parallelism Review of Sentence Structure English 11A (American Literature)- Mrs. Welden Unit 1: The American Dream Trimester #1 Essential Questions Enduring Understandings CCSS Assessments Resources 1. What is an American? 2.What does it mean to be an American? 3. What is the American Dream? 4. What does the American Dream mean to you? 1. The American Dream is at the core of American Literature. 2. The American Dream and thus American Literature has changed throughout American history. Key Terms, People & Vocabulary American Dream Melting Pot Diversity Inequity Equality Inequality Declaration of Independence Thomas Jefferson Langston Hughes Claude McKay Summary Reflection Analysis Rubric Thesis Essential Skills (TLW…) 1. Utilize key ideas and details when reading literature and informational text. 2. Demonstrate an integration of knowledge and ideas to understand the literature and informational text. 3. Write an informative or explanatory text. 4. Write a variety of narrative types. 5. Build comprehension through collaborative conversations RI.11-12.1 RI.11-12.2 RI.11-12.3 RI.11-12.1​0 RL.11-12.1 RL.11-12.2 RL.11-12.1​0 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.10 SL.11-12.1 Formative: Journal Topics Small group and whole class discussion Exit Tickets Summary/Reflection writing Self Scoring/Partner scoring with a rubric Summative: Essay: 1. American Dream Texts: Holt McDougal ​Literature: American Literature Lecture/PowerPoint Notes: American Dream Minilessons/Writer’s Workshop Thesis Statements Blended Quotes Note taking Summary​/​Reflection Rubrics Videos/Web Resources: Commercial​- ​I am an American Literature/Articles/Documents: I, Too, Sing America​ by Hughes Myth of the Melting Pot America ​ by McKay Becoming America English 11A (American Literature)- Mrs. Welden Unit 2: Freedom and Oppression Trimester #1 Essential Questions Enduring Understandings CCSS Assessments Resources 1. How are the following competing values reflected in American life? Freedom/oppression Individual/community 2. How did religion influence Puritan literature? 3. What is the importance of the slave narrative in American Literature? 1. American Literature begins with the oral tradition of Native Americans. 2. Two major themes throughout American Literature are freedom v. oppression and the individual v community. Key Terms, People & Vocabulary Oral Tradition Allusion Metaphor Simile Allegory Inference Mood Tone Characterization Autobiography Personal Narrative Pilgrims Puritans Plain Style Essential Skills (TLW…) 1. Utilize key ideas and details when reading literature and informational text. 2. Use the craft and structure of the text to understand the literature and informational text selections. 3. Demonstrate an integration of knowledge and ideas to understand the literature and informational text. 4. Write a variety of augmentative text for different purposes. 5. Demonstrate the production and distribution of writing. 6. Build comprehension through collaborative conversations. 7. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. RI.11-12.1 RI.11-12.2 RI.11-12.4 RI.11-12.6 RI.11-12.9 RI.11-12.1​0 Formative: Journal Topics Small group and whole class discussion Comprehension Questions Exit Tickets Summary/Reflection writing Self Scoring/Partner scoring with a rubric Myth Comparison Chart Early Colonies Comparison Chart Slave Narratives Comparison Chart Summative: Essay: Comparing and Contrasting Early American Literature Unit Test Texts: Holt McDougal ​Literature: American Literature Lecture/PowerPoint Notes: Native American History Oral Tradition Native American Literature Native American Myths Early Colonization Pilgrims and Puritans The Atlantic Slave Trade Minilessons/Writer’s Workshop Poetry Analysis Thesis Statements Including Analysis in Essays MLA formatting Works Cited Page Videos/Web Resources: Native American Legends Parts of ​Amistad The Crucible Literature/Articles/Documents: Native American Literature​ (​The World on the Turtle’s Back, Coyote and the Buffalo, When Grizzlies Walked Upright, The Navajo Origin Myth​ ) RL.11-12.1 RL.11-12.2 RL.11-12.4 RL.11-12.9 RL.11-12.1​0 W.11-12.2 W.11-12.4 W.11-12.5 W.11-12.9 W.11-12.10 SL.11-12.1 A Narrative of the Captivity​ by Mary Rowlandson Pilgrim/Puritan Literature Of Plymouth Plantation A Model of Christian Charity​ by John Winthrop Poetry of Anne Bradstreet Sinners in the Hands of an Angry God The Crucible Slave Literature Introduction to the Slave Narrative Poetry by Phillis Wheatley From ​To be a Slave From ​Life of a Slave Girl The Interesting Narrative of the Life of Olaudah Equiano From ​The Narrative of the Life of Frederick Douglass CCSS: ​Trimester 1; Unit 2 Informational Reading 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. RI.11-12.2​ Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary 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. 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.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance 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. Reading Literature 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. 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 it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meanings and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. 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. RI.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. Writing 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. 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. 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 and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening SL.11-12.1​ Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 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.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance 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. Writing 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. 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. W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing projects 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 and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening SL.11-12.1​ Initiate and participate effectively in a range of collaborative discussions 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 choices, 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. English 11A (American Literature)- Mrs. Welden Unit 4: Spirit of Individualism (Romanticism, Transcendentalism and the Gothic) Trimester #1 Essential Questions Enduring Understandings CCSS Assessments Resources 1. What are the literary traits of Romanticism? 2. Why is the freedom to be an individual important to American literature? 3. What are the similarities and differences of the romantics, dark romantics and transcendentalists? 4. How are American hopes, fears, and anxieties explored by writers in the gothic mode? 1. Self-reliant individuals make better societies. 2. Solitude can lead to deeper reflection and self-knowledge. 3. Following one’s conscience may lead to social reforms. 4. American hopes, fears, and anxieties are explored and critiqued by writers in the gothic mode. Key Terms, People & Vocabulary individualism manifest destiny romanticism transcendentalism Gothic literature Washington Irving Herman Melville Nathaniel Hawthorne Edgar Allan Poe Ralph Waldo Emerson Henry David Thoreau Short story Plot Exposition Rising action Climax Essential Skills (TLW…) 1. Utilize key ideas and details when reading literature. 2. Use the craft and structure of the text to understand the literature. 3. Demonstrate an integration of knowledge and ideas to understand the literature. 4. Write a variety of informative, explanatory, or augmentative text for different purposes. 5. Demonstrate the production and distribution of writing. 6. Write routinely over extended time frames for a range of tasks, purposes and audiences. 7. Build comprehension through collaborative conversations. 8. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 9. Use the knowledge of language and its conventions when writing, speaking, reading, or listening. Formative: Journal Topics Small group and whole class discussion Comprehension Questions Exit Tickets Summary/Reflection writing Self Scoring/Partner scoring with a rubric Inside Outside Circles One Sentence Summary 5-3-1 Summative (teacher choice from the following): Thoreau Challenge and personal reflection Compare/contrast essay Unit test Texts: Holt McDougal ​Literature: American Literature Lecture/PowerPoint Notes: American Romanticism American Transcendentalism Gothic Literature Minilessons/Writer’s Workshop As needed based on students’ writing Videos/Web Resources: YouTube- ​Simpson’s The Raven Poe short stories through video and recording. Literature/Articles/Documents: Selected Pieces from the following: Washington Irving ​ The Legend of Sleepy Hollow The Devil and Tom Walker Edgar Allan Poe ​The Raven Annabel Lee The Fall of the House of Usher The Masque of the Red Death The Black Cat ​ Nathaniel Hawthorne Falling action Resolution Setting Characterization Point of view Theme Irony satire Symbolism Conflict Internal conflict External conflict allegory alliteration assonance consonance personification frame narrator RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 RL.11-12.7 RL.11-12.9 RL.11-12.1​0 W.11-12.1 W.11-12.2 W.11-12.3 W.11-12.4 W.11-12.5 W.11-12.9 W.11-12.10 SL.11-12.1 SL.11-12.4 ​The Minister’s Black Veil Dr. Heidegger’s Experiment The Scarlet Letter Herman Melville From ​Moby Dick Benito Cereno Ralph Waldo Emerson From ​Nature From ​Self-Reliance Aphorisms The American Scholar Henry David Thoreau From ​Walden ​Civil Disobedience CCSS: ​Trimester 1; Unit 4 Reading Literature 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. 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 it emerges and is shaped and refined by specific details; 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. RL.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meanings and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. Repetition Rhyme Rhythm Meter Allusion Analogy Apostrophe Connotation Denotation Euphemism Hyperbole Irony Metaphor Oxymoron Paradox Personification Point of view Pun Simile Symbol Line Verse Stanza Rhetorical Question Rhyme Scheme Enjambment RL.11-12.1 RL.11-12.2 RL.11-12.3 RL.11-12.4 RL.11-12.5 RL.11-12.9 RL.11-12.1​0 W.11-12.2 W.11-12.4 W.11-12.5 W.11-12.9 W.11-12.10 SL.11-12.1 SL.11-12.4 CCSS: ​Trimester 2; Unit 5 Reading Literature 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. 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 it emerges and is shaped and refined by specific details; 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. RL.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meanings and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact. 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. RI.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. Writing 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. 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. 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 and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening SL.11-12.1​ Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.4 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. RI.11-12.2​ Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary 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. 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.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy. RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance 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. Reading Literature 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. 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 it emerges and is shaped and refined by specific details; 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. RL.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meanings and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. RL.11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text 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. RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text. 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. RI.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. Writing 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 techniques, 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. 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. 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 and shorter time frames for a range of tasks, purposes, and audiences. Speaking and Listening SL.11-12.1​ Initiate and participate effectively in a range of collaborative discussions 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.11-12.4 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. English 11B (American Literature)- Mrs. Welden Unit 7: Modernism Trimester #2 Essential Questions Enduring Understandings CCSS Assessments Resources 1​ ​How free is the individual? 2. Has does the American dream change during Modernism? 4. ​In the horror of modern warfare, is heroism possible? 5. In what ways does modernism challenge tradition? 1. Modernism marked a change in American society from rural to urban. 2. The modernist approach and perspective challenges previously established traditions. 3. The rejection of the “ideal hero” who is infallible in favor of a hero who is flawed and disillusioned, but shows “grace under pressure.” (The Anti-Hero) is a key element in Modern literature. Key Terms, People & Vocabulary Modernism Disillusionment Dystopia Iceberg Technique Symbolism Allusion Internal Conflict Foreshadowing Inference Defense mechanisms Harlem Renaissance Jazz Age Essential Skills (TLW…) 1. Utilize key ideas and details when reading literature. 2. Use the craft and structure of the text to understand the literature. 3. Demonstrate an integration of knowledge and ideas to understand the literature. 4. Write a variety of informative, explanatory, or augmentative text for different purposes. 5. Demonstrate the production and distribution of writing. 6. Write routinely over extended time frames for a range of tasks, purposes and audiences. 7. Build comprehension through collaborative conversations. 8. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 9. Use the knowledge of language and its conventions when writing, speaking, reading, or listening. RL.11-12.1 RL.11-12.2 Formative: Journal Topics Small group and whole class discussion Comprehension Questions Exit Tickets 5-3-1 Inside-Outside Circles Chapter summaries Character Maps Character Analysis Summary/Reflection writing Self Scoring/Partner scoring with a rubric Summative:​ two of the following: Literary Analysis Poetry Analysis Unit Test Texts: Holt McDougal ​Literature: American Literature Old Man and the Sea​ by Hemingway Of Mice and Men​ by Steinbeck Lecture/PowerPoint Notes: Modernism Harlem Renaissance Robert Frost Of Mice and Men Minilessons/Writer’s Workshop As needed based on students’ writing Videos/Web Resources: Of Mice and Men Biography of Hemingway Literature/Articles/Documents: Selected poems by Robert Frost Selected poems by various Harlem Renaissance authors Hills Like White Elephants​ by Ernest Hemingway One of the following: 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. English 11B (American Literature)- Mrs. Welden Unit 8: Post-Modernism Trimester #2 Essential Questions Enduring Understandings CCSS Assessments Resources 1​. Why are Postmodernist writers drawn to writing about war? 2. In what ways does post- modern American literature represent a fulfillment of America’s promise of a culture that values ethnic diversity? 3. How has the American hero and the American dreamed changed? 4. How can literature be used to affect change? 1.​ ​Technological changes provide new subjects and new forms of literature. 2. Artistic change is often caused by conflict. 3. Literature can be used s a tool for positive change. Key Terms, People & Vocabulary Review of previous vocabulary terms Vocabulary based on ​Fahrenheit 451 Essential Skills (TLW…) 1. Utilize key ideas and details when reading literature. 2. Use the craft and structure of the text to understand the literature. 3. Demonstrate an integration of knowledge and ideas to understand the literature. 4. Write a variety of informative, explanatory, or augmentative text for different purposes. 5. Demonstrate the production and distribution of writing. 6. Write routinely over extended time frames for a range of tasks, purposes and audiences. 7. Build comprehension through collaborative conversations. 8. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 9. Use the knowledge of language and its conventions when writing, speaking, reading, or listening. RL.11-12.1 RL.11-12.2 Formative: Journal Topics Small group and whole class discussion Comprehension Questions Exit Tickets 5-3-1 Inside-Outside Circles Chapter summaries Character Maps Character Analysis Summary/Reflection writing Self Scoring/Partner scoring with a rubric Summative: Project/Presentation/Essay: Explain the 5 books would you save from destruction. one of the following: Literary Analysis Socratic Seminar Unit Test Texts: Holt McDougal ​Literature: American Literature Fahrenheit 451 ​ by Ray Bradbury Lecture/PowerPoint Notes: Introduction to ​Fahrenheit 451 Minilessons/Writer’s Workshop As needed based on students’ writing Videos/Web Resources: Joy Luck Club Literature/Articles/Documents: Selected Poems by Maya Angelou One of the following: The Things They Carried​ or Speaking of Courage​ by Tim O’Brien The Lottery​ by Shirley Jackson Mother Tongue by Amy Tan RL.11-12.3 RL.11-12.4 RL.11-12.5 RL.11-12.7 RL.11-12.9 RL.11-12.1​0 W.11-12.1 W.11-12.2 W.11-12.4 W.11-12.5 W.11-12.6 W.11-12.9 W.11-12.10 SL.11-12.1 SL.11-12.2 SL.11-12.3 SL.11-12.4 SL.11-12.5 CCSS: ​Trimester 2; Unit 8 Reading Literature 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. 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 it emerges and is shaped and refined by specific details; 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. RL.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meanings and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. English 11A&B (American Literature)- Mrs. Welden Unit 9: Language Trimesters 1-2 Essential Questions Enduring Understandings CCSS Assessments Resources 1​. What language skills do I have already? 2. How can I improve my language skills? 3. How do people perceive me based on my language skills? 1.​ ​Written communication and proper grammar mechanics promote fluency of communication. 2. An opinion is formed about me based on my communication and language skills. Key Terms, People & Vocabulary Agreement S-V agreement P-A agreement Fragment Run-on Verb tense Passive and active voice Clauses Independent Clause Dependent Clause Noun Clause Adverb Clause Phrases Prepositional phrase Infinitive phrase Gerund phrase Appositive Hyphen Dash Essential Skills (TLW…) 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Use the knowledge of language and its conventions when writing, speaking, reading, or listening. L.11-12.1 L.11-12.2 L.11-12.3 L.11-12.4 L.11-12.5 Formative: Journal Topics Small group and whole class discussion Exit Tickets Quizzes Chapter summaries In class writings accompanying literature analysis Summary/Reflection writing Summative: Language will be assessed for each and every summative writing/speaking assignment based on the assignment’s rubric Texts: Holt McDougal ​Literature: American Literature Language Handbook Lecture/PowerPoint Notes: Punctuation (Colon, Semicolon, Dash, Hyphen) Verbs Subject-verb agreement Pronoun-antecedent agreement Parallelism Sentence Structure Others as needed based on students’ writing Minilessons/Writer’s Workshop Punctuation (Colon, Semicolon, Dash, Hyphen) Verbs Subject-verb agreement Pronoun-antecedent agreement Parallelism Sentence Structure Others as needed based on students’ writing Videos/Web Resources: Based on teacher preference Literature/Articles/Documents: Based on teacher preference CCSS: ​Trimesters 1-2; Unit 9 Language 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.11-12.3 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 or 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.