FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
CCRS
QUALITY
CORE
ELEVENTH GRADE
9
18
28
29
A.1.a-c
A.2.a-d
ALL
B.1.a-d
B.2.a-e
B.3.a-e
E.c
A.7.b
D.1.a-e
D.2.a-g
EVIDENCE OF STUDENT
ATTAINMENT
CONTENT STANDARDS
READING LITERATURE:
By the end of Grade 11, read and comprehend literature, including stories, dramas, and
poems, in the Grades 11-College and Career Readiness (CCR) text complexity band
proficiently, with scaffolding as needed at the high end of the range. [RL.11.10]
READING INFORMATIONAL TEXTS:
By the end of Grade 11, read and comprehend literary nonfiction in the Grades 11College and Career Readiness (CCR) text complexity band proficiently, with scaffolding as
needed at the high end of the range. [RI.11.10]
RESOURCES
With scaffolding as needed, students:
 read and actively engage in
comprehending appropriately
complex stories and poetry
Students, with scaffolding as needed:
 read and actively engage in
comprehending appropriately
complex informational texts
WRITING STANDARDS:
Write routinely over extended time frames, including time for research, reflection, and
revision, and shorter time frames such as a single sitting or a day or two for a range of
tasks, purposes, and audiences. [W.11.10]
With practice and support, students:
 produce writing for a range of tasks,
purposes, and audiences, including
writing in short and/or extended
time frames.
SPEAKING AND LISTENING:
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on Grade 11 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively. [SL.11.1]
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:






be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
establish roles in doing so
propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
observations, and ideas
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
1
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE




35
B.4.a-d
B.5.a-f
KNOWLEDGE AND LANGUAGE:
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking. [L.11.1]
Depending on the intended audience and
purpose, students:



40
A.8.a-e,
h
B.1.c
B.3.d
B.4.e-g
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. [L.11.6]
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
resolve contradictions
determine when more research is
needed to complete a task
demonstrate command of the
conventions of standard English
grammar when writing or speaking
understand that usage is affected by
conventions, can change over time,
and become contested
resolve contested language through
the use of references materials such
as dictionaries of usage as necessary
Students:
 acquire and use general appropriate
vocabulary and academic words and
phrases which are sufficient for
reading, writing, speaking, and
listening at the college and career
readiness level
Students:
 demonstrate independence in
acquiring vocabulary appropriate to
specific comprehension and/or
expression
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
2
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
FIRST SIX WEEKS
35
B.4.a
-d
B.5.a
-f
I.
Language
Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking. [L.11.1]
Depending on the intended audience and
purpose, students:



36
B.5.a
-f
B.6.a
-c
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. [L.11.2]
a.
b.
c.
Capitalization
Punctuation
Commas for items in a series, direct address, nonrestrictive
appositives and phrases including parenthetical expressions,
introductory adverb clauses, nominative absolutes, and direct
quotations
Apostrophe to show possession
Periods for abbreviations
Underlining or italicizing titles
Quotation marks for direct quotations and titles
Ellipses
Parentheses
Hyphens including suspended hyphens
Slashes
Colons
Semicolons
Grammar, usage, and spelling
Subject-verb agreement including in subjunctive mood and with
noun clause as subject
Noun and verb forms
Pronoun-antecedent agreement
Elements of Writing
demonstrate command of the
conventions of standard English
grammar when writing or speaking
understand that usage is affected by
conventions, can change over time,
and become contested
resolve contested language through
the use of references materials such
as dictionaries of usage as necessary
Depending on the intended audience and
purpose, students:

apply conventions of standard
English, capitalization, punctuation,
and spelling when writing
The student's writing is easily understood
by the intended audience because of
appropriate standard English,
capitalization, punctuation, and spelling
usage (e.g., hyphenation conventions).
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
3
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-
II.
22
23
B.1.a
-d
B.3.a
-d
B.1.a
-d
B.3.a
-b, de
B.4.f
The
Avoidance of double negatives, fragments, run-ons, comma splices,
shifts in verb tense, passive voice, redundancy, ambiguity, stilted or
artificial language, and homonym confusion
Appropriate subordination
Placement or modifiers
Pronoun case, number, and gender
Parallelism of all types
Use of numerals versus words
Writing Process
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 19-21.) [W.11.4]
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 the first three standards in the Language strand in
Grades K-11.) [W.11.5]
I.
Review the steps of the writing process.
a. Prewriting
- Clustering, freewriting, brainstorming, listing, questioning
- Choose an appropriate topic
- Organizing/outlining
b. Draft a composition.
- Outlining/organization: thesis statement, controlling ideas,
plan of development
- Appropriate introduction, logical progression, satisfactory
conclusion
- Appropriate transitional words and phrases
- Variety in phrasing and sentence structure: verbal
phrases, simple compound, complex, and compoundcomplex sentences
- Unity, coherence
c. Proofreading, Editing, and Revising
d. Publishing
Students:


are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
Students develop and strengthen writing
by:
Elements of Writing,
Pages 22-41





planning
revising
editing
rewriting
trying a new approach to best
address purpose and audience.
Pages 96-119
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
4
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
III.
1
2
3
4
5
6
A.1.b
A.2.a
-d
A.5.fh
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
c, f, h
Reading: American Novel
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.11.1]
Students use writing and/or speaking to:


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.11.2]

Students use writing and/or speaking to:

objectively summarize a text
including an analysis of two or more
central ideas or themes over the
course of a text
explain how the central ideas or
themes work together to develop
complexity
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.11.3]

A.2.a
-d
A.4.a
-c
A.5.b
-h
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.11.4]
Students use writing and/or speaking to:
A.3.cd
A.5.a,
e, g
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.11.5]

A.5.a
-h
Analyze a case in which grasping a 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.11.6]
analyze the impact of the author's
choices regarding setting, structure
and character development to
develop the story
Students use writing and/or speaking to:


7
analyze the meaning of a variety of
types of texts by explaining explicit
ideas and drawing inferences
provide strong and thorough pieces
of textual evidence to support
analysis
determine where the text is vague


determine the meaning of words and
phrases based on how they are used
in a text
understand figurative and
connotative meanings
analyze the overall impact of word
choices on meaning and tone
analyze the impact of words with
multiple meanings
Suggested Novels: (Choose One)
Uncle Tom’s Cabin
The Awakening
The Great Gatsby
Of Mice and Men
To Kill a Mockingbird
The Old Man and the Sea
The Grapes of Wrath
The Sun Also Rises
Gone with the Wind
For Whom the Bell Tolls
Suggested Activities:
Literature Circles
http://www.scholastic.com/teachers/l
esson-plan/literature-circles-highschool-reluctant-readers
http://www.teachingliterature.org/te
achingliterature/chapter
5/activities.htm
Novel Study Activities
http://www.scsk12.org/SCS/curriculu
m_guides/Language_Arts/7EQ4Part2
_files/Novel%20Project%20Ideas.pdf
Assorted Discussion Strategies
http://www.fresno.k12.ca.us/divdept
/sscience/siop/siop_docs/Instructiona
lStrategiesActivities.pdf
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
5
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
29
A.6.a
-d
D.1.b
-c
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.11.7]
A.4.b
A.7.a
-c
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]
a. 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.
b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
c. 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.
d. 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.

notice the impact of language
chosen to enhance beauty
engagement from a variety of
sources including Shakespeare
Students use writing and/or speaking to:
A.7.a
-b
D.1.a
-d
D.2.a
-g

analyze how an author's choices in
regard to structuring specific parts of
a text contribute to overall structure
and aesthetic impact of a text
Students:
 grasp a particular point of view by
distinguishing between what was
stated directly and what was meant
through the use of satire, sarcasm,
irony, or understatement.
Students use writing and/ or speaking to:


analyze multiple interpretations of a
work (e.g. story, drama, poem)
evaluate the medium's interpretation
of the source text including those of
both Shakespeare and American
dramatists
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:




be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
6
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE






establish roles in doing so
propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
observations, and ideas
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
resolve contradictions
determine when more research is
needed to complete a task
SECOND SIX WEEKS
I.
1
2
3
A.1.b
A.2.a
-d
A.5.fh
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
c, f, h
Reading
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.11.1]
Students use writing and/or speaking to:



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.11.2]
analyze the meaning of a variety of
types of texts by explaining explicit
ideas and drawing inferences
provide strong and thorough pieces
of textual evidence to support
analysis
determine where the text is vague
Students use writing and/or speaking to:


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
Prentice Hall
objectively summarize a text
including an analysis of two or more
central ideas or themes over the
course of a text
explain how the central ideas or
themes work together to develop
complexity
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
7
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
4
5
6
7
A.2.a
-d
A.4.a
-c
A.5.b
-h
Students use writing and/or speaking to:
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.11.4]

A.3.cd
A.5.a,
e, g
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.11.5]
A.5.a
-h
Analyze a case in which grasping a 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.11.6]
16
29
ordered, how the characters are introduced and developed). [RL.11.3]
A.6.a
-d
D.1.b
-c
A.4.b
A.7.a
-c
B.1.d
C.c
E.a
A.7.a
-b
D.1.a
-d
D.2.a
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.11.7]
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.11.7]
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]
a. 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.
b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
analyze the impact of the author's
choices regarding setting, structure
and character development to
develop the story
Students use writing and/or speaking to:





determine the meaning of words and
phrases based on how they are used
in a text
understand figurative and
connotative meanings
analyze the overall impact of word
choices on meaning and tone
analyze the impact of words with
multiple meanings
notice the impact of language
chosen to enhance beauty
engagement from a variety of
sources including Shakespeare
Students use writing and/or speaking to:

analyze how an author's choices in
regard to structuring specific parts of
a text contribute to overall structure
and aesthetic impact of a text
Students:
 grasp a particular point of view by
distinguishing between what was
stated directly and what was meant
through the use of satire, sarcasm,
irony, or understatement.
Students use writing and/ or speaking to:
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
8
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-g
c.
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.
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.
39
d.
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. [L.11.5]
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
A.8.a
-b, f
B.2.a
B.4.e
-g
B.5.a
Modern Prose and Poetry (1914-1946)
Suggested Authors:
The Jazz Age
o T.S. Eliot
o Ezra Pound
o William Carlos Williams
o Hilda Doolittle
o F. Scott Fitzgerald
-
Depression Era and War
o John Steinbeck
o E. E. Cummings
o W.H. Auden
o Thomas Wolfe
o Wallace Stevens
o Ernest Hemmingway
o Eudora Welty
o William Faulkner
o Katherine Anne Porter
o James Thurber
o Carl Sandburg
o Robert Frost


analyze multiple interpretations of a
work (e.g. story, drama, poem)
evaluate the medium's interpretation
of the source text including those of
both Shakespeare and American
dramatists
Students:

evaluate and integrate multiple
sources of information from visual,
quantitative, and word formats to
address questions or problem solve
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:








be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
establish roles in doing so
propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
observations, and ideas
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
Suggested Works:
“The Love Song of J. Alfred Prufrock”
“A Few Don’ts”
“The Red Wheelbarrow,” “The Great
Figure”
“Pear Tree,” “Heat”
“Winter Dreams”
“The Turtle” from Grapes of Wrath
“old age sticks”
“The Unknown Citizen”
“The Far and the Near”
“Of Modern Poetry,” “Anecdote of the
Jar”
“In Another Country”
“A Worn Path”
“A Rose for Emily”
“The Jilting of Granny Weatherall”
“The Night the Ghost Got In”
“Chicago,” “Grass”
“Birches,” “Mending Wall”
“The Negro Speaks of Rivers,” “I,
Too”
“The Tropics in New York”
“A Black Man Talks of Reaping”
“”From the Dark Tower”
“Storm Ending”
from Dust Tracks on a Road
Suggested Informational &
Supplemental Texts:
Modern American Poetry
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
9
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-
The
o
o
o
o
o
o
Harlem Renaissance
Langston Hughes
Claude McKay
Arna Bontemps
Countee Cullen
Jean Toomer
Zora Neal Hurston


resolve contradictions
determine when more research is
needed to complete a task
Students use writing and speaking to
demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings and analyze
their role in the text including:



hyperbole in context and analyze its
role in the text
paradox in context and analyze its
role in the text
nuances in word meanings with
similar denotations
http://www.english.illinois.edu/maps/
index.htm
1920s timeline and summation of
major events
http://library.thinkquest.org/C005846
/categories/artliter/artslit.htm
Slang in the 1920s
http://local.aaca.org/bntc/slang/slan
g.htm
Pictures and captions from 1940
http://newdeal.feri.org/classrm/partr
1.htm
Literature from WWII
http://www.stanford.edu/~suky/WW
2/
“Slang As It Is Slung” by Richard
Lederer
The Harlem Renaissance
http://www.biography.com/tv/classro
om/harlem-renaissance
William Faulkner’s Nobel Prize
Acceptance Speech
“Study the Masters” by Lucille Clifton
“For My Children” by Colleen McElroy
As I Lay Dying – Faulkner
A Farewell to Arms – Hemingway
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
10
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
The Complete Poems of Robert Frost
– Frost
The First World War – Keegan
Hard Times: An Oral History of the
Great Depression – Terkel
The Reader’s Companion to American
History – Foner and Garraty
II.
20
B.1.a
-d
B.2.b,
d-e
B.3.a
-e
Writing
Write informative or explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. [W.11.2]
a. 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.
b. 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.
c. 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.
d. Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
Students write informative/explanatory
pieces to examine a topic and convey
ideas, concepts, and information through
the selection, organization, and analysis
of relevant content by:




introducing a topic
organizing complex ideas, concepts,
and information to create a unified
whole
using formatting (e.g. headings),
graphics (e.g. figures, tables), and
multimedia to aid comprehension
developing the topic thoroughly with
most significant and relevant facts,
extended definitions, concrete
details, quotations, or other
information selected based on
audience
Suggested Activities:
“Winter Dreams” – analyze the
notion of the American Dream (idea
that a person’s success depends
more on his or her efforts than on
factors such as class or race) as
Dexter experiences it. Explain how
Dexter desire for success and
“glittering things” motivates his
actions and consider how his pursuit
of success relates to his pursuit of
Judy. (Prentice Hall)
“The Unknown Citizen” – Auden
offers a dark vision of modern
society. Write an essay in which you
describe the political nature of the
world the poem portrays. 1) Do
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
11
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
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).

Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. [W.11.3]
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
c. 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).
d. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
e. Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.

e.
f.
21
B.1.a
-d
B.2.a,
B.3.a
-e
B.4.g
22
23
B.1.a
-d
B.3.a
-d
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 19-21.) [W.11.4]
24
B.1.a
-d
B.3.a
-b, de
B.4.f
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 the first three standards in the Language strand in
Grades K-11.) [W.11.5]
B.1.d
Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new
27



using appropriate and varied
transitions and syntax to link major
sections, create cohesion, and clarify
relationships
using precise language and domainspecific vocabulary
using techniques such as metaphor,
simile, and analogy
establishing and maintaining a
formal style
providing a concluding statement or
section
Students write a narrative that includes
real or imagined experiences or events
which:












engage and orient the reader
set a problem, situation, or
observation and its significance
establish one or multiple points of
view
introduce narrator or characters
create a smooth progression of
experiences or events
use narrative techniques such as
dialogue, pacing, description,
reflection, and multiple plot lines to
develop experiences, events, and/or
characters
build toward a particular tone and
outcome
vary techniques to sequence events
to create a coherent whole
use precise words and phrases
use telling details
use sensory language
convey experiences and events
vividly
individuals or institutions have
power? 2) How are business and
politics connected? 3) Are individuals
able to think for themselves?
(Prentice Hall)
Faulkner’s Nobel Prize Speech and “A
Rose for Emily” – In his Nobel Prize
acceptance speech, Faulkner notes
that the writer’s duty is “to help man
endure by lifting his heart, by
reminding him of the courage and
honor and hope and pride and
compassion and pity and sacrifice
which have been the glory of his
past.” Apply this criteria to a critical
review of “A Rose for Emily.”
Consider whether Faulkner fulfills his
ideal Support your opinion with facts,
details, quotations, or other
information and examples from the
story.
Multi-genre response to “The Negro
Speaks of Rivers” – Write an essay
applying historical and archetypal
critical perspectives to the poem.
Analyze the use of literary elements
(simile, symbolism, and imagery) to
advance meaning and evoke
emotions. Add visual, audio, and/or
performance elements. To apply a
historical perspective, consult an
atlas or encyclopedia to find
information about the rivers, objects,
and time periods mentioned in the
poem. Apply an archetypal
perspective considering what rivers
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
12
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
33
arguments or information. [W.11.6]

B.2.d
D.1.b
Draw evidence from literary or informational texts to support analysis, reflection,
and research. [W.11.9]

B.1.d
E.a
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.11.5]

use a conclusion that follows from
narrated experiences or events
are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
Students develop and strengthen writing
by:








planning
revising
editing
rewriting
trying a new approach to best
address purpose and audience.
use technology to produce, publish,
and update individual or shared
writing
use the Internet to produce, publish,
and update individual or shared
writing
update writing in response to
feedback and new arguments or
information
mean to people in other cultures;
note what they symbolize in the
poem and their relationship to the
speaker. Develop the essay based
on these two different perspectives
to explain the poem’s meaning.
Narrative writing in response to the
selection from Dusty Tracks on a
Road – Write a reflective essay that
tells a story about a moment in your
life that inspired you to pursue
something you love. Develop a clear
conflict or problem by describing
obstacles you faced. Develop a clear
resolution by showing the events that
inspired you and the changes that
occurred as a result. Enhance the
plot and develop characters by using
a range of literary strategies and
devices, including dialogue.
Write to compare and contrast the
different moods of literature from
each time period.
Students critically read literary and
informational text and use writing to:


demonstrate knowledge of 18th,
19th, and early 20th century
foundational works of American
literature
explain how two or more texts from
the same period treat similar themes
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
13
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE



or topics
delineate and evaluate reasoning in
seminal U.S. texts
explain how constitutional principles
and legal reasoning are applied in
seminal U.S. texts
explain premises, purposes, and
arguments in works of public
advocacy
Students include multimedia components
and visual displays to:



clarify information
strengthen claims and evidence
add interest in presentations
THIRD SIX WEEKS
I.
19
22
A.6.d
B.1.a
-d
B.2.ce
B.3.b
-e
Research Paper
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. [W.11.1]
a. 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.
b. 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.
c. Use words, phrases, and clauses as well as carried 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.
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
Students write arguments to support
claims with clear reasons, relevant
evidence, and:






an introduction that states precise,
knowledgeable claims, establishes
significance of claims, and
distinguishes claims from opposing
claims
organization that logically sequences
claim(s), counterclaims, reasons, and
evidence
fairly and thoroughly developed
claims and counterclaims
delineated strengths and limitations
of claims and counterclaims
anticipated knowledge level,
concerns, values, and possible biases
of audience
words, phrases, clauses, and varied
Suggested Websites:
Fayette County Schools Research
Paper Survival Guide
http://www.fcboe.org/files/curriculu
m/survival_guide.pdf
Prince William County Schools
Eleventh Grade Research Writing
Student Handbook
http://11thgrade.pwcs.langarts.schoolfusion.us/
modules/locker/files/get_group_file.p
html?fid=7876511&grid=1172571
11th Grade American Literature
Research Paper
http://cateachingresources.wikispace
s.com/file/view/11R+Research+pape
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
14
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
the argument presented.
23
25
B.1.a
-d
B.3.a
-d
B.1.a
-d
B.3.a
-b, de
B.4.f
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 19-21.) [W.11.4]
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 the first three standards in the Language strand in
Grades K-11.) [W.11.5]
C.a-f
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. [W.11.7]
C.a,
c-e
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. [W.11.8]
35
B.2.d
D.1.b
Draw evidence from literary or informational texts to support analysis, reflection,
and research. [W.11.9]
36
B.4.a
-d
B.5.a
-f
Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking. [L.11.1]
26
27
37
B.5.a
-f
B.6.a
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. [L.11.2]
Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning or style, and to comprehend more




syntax to link major sections of the
text, create cohesion, and clarify
relationships used
formal style and objective tone
concluding statement or section that
follows from and supports the
argument
are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
Students develop and strengthen writing
by:





r.docx
Suggested Activities:
After writing research paper, have
students prepare a presentation to
show the findings of their research.
Possible web 2.0 tools for the
presentation are as follows:
Prezi
Glogster
Animoto
Fodey
Voicethread
Empressr
LetterPop
Wix
Flip Book Maker
(readwritethink.org)
planning
revising
editing
rewriting
trying a new approach to best
address purpose and audience.
Students conduct short as well as more
sustained research projects that:




answer self-generated questions or
solve a problem
narrow or broaden the inquiry when
appropriate
synthesize multiple sources on the
subject
demonstrate understanding of the
subject
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
15
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-c
A.8.a,
d, f,
h
B.4.a
-g
B.5.a
-f
C.f
B.1.c
D.1.d
fully when reading or listening. [L.11.3]
Students learn relevant information from
multiple authoritative print and digital
sources by:







effectively using advanced searches
assessing the strengths and
limitations of each source in
answering research questions
considering the task, purpose, and
audience when selecting sources
integrating information into the text
to maintain flow of ideas
avoiding plagiarism
avoiding overreliance on any one
source
following standard citation format
Students critically read literary and
informational text and use writing to:





demonstrate knowledge of 18th,
19th, and early 20th century
foundational works of American
literature
explain how two or more texts from
the same period treat similar themes
or topics
delineate and evaluate reasoning in
seminal U.S. texts
explain how constitutional principles
and legal reasoning are applied in
seminal U.S. texts
explain premises, purposes, and
arguments in works of public
advocacy
Depending on the intended audience and
purpose, students:
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
16
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE



demonstrate command of the
conventions of standard English
grammar when writing or speaking
understand that usage is affected by
conventions, can change over time,
and become contested
resolve contested language through
the use of references materials such
as dictionaries of usage as necessary
Depending on the intended audience and
purpose, students:




II.
1
A.1.b
A.2.a
-d
A.5.f-
Reading: American Novel
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.11.1]
apply conventions of standard
English, capitalization, punctuation,
and spelling when writing
apply knowledge of language to
understand how it functions in
different contexts
understand how using language
correctly can affect meaning and
style
use guidance to utilize syntax for
effect in writing as well as to
demonstrate the understanding of
syntax in the reading of complex
texts
Students use writing and/or speaking to:


analyze the meaning of a variety of
types of texts by explaining explicit
ideas and drawing inferences
provide strong and thorough pieces
Suggested Novels: (Choose One)
The Great Gatsby
Of Mice and Men
To Kill a Mockingbird
The Catcher in the Rye
Slaughterhouse-Five
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
17
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
2
3
4
5
6
7
h
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
c, f, h
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.11.2]

of textual evidence to support
analysis
determine where the text is vague
Students use writing and/or speaking to:

objectively summarize a text
including an analysis of two or more
central ideas or themes over the
course of a text
explain how the central ideas or
themes work together to develop
complexity
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.11.3]

A.2.a
-d
A.4.a
-c
A.5.b
-h
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.11.4]
Students use writing and/or speaking to:
A.3.cd
A.5.a,
e, g
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.11.5]
A.5.a
-h
Analyze a case in which grasping a 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.11.6]
29
A.6.a
-d
D.1.b
-c
A.4.b
A.7.a
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.11.7]
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]

Fahrenheit 451
On the Road
Catch-22
One Flew Over the Cuckoo’s Nest
Hiroshima
analyze the impact of the author's
choices regarding setting, structure
and character development to
develop the story
Students use writing and/or speaking to:





determine the meaning of words and
phrases based on how they are used
in a text
understand figurative and
connotative meanings
analyze the overall impact of word
choices on meaning and tone
analyze the impact of words with
multiple meanings
notice the impact of language
chosen to enhance beauty
engagement from a variety of
sources including Shakespeare
Students use writing and/or speaking to:
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
18
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-c
A.7.a
-b
D.1.a
-d
D.2.a
-g
a.
b.
c.
d.
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.
Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
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.
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.

analyze how an author's choices in
regard to structuring specific parts of
a text contribute to overall structure
and aesthetic impact of a text
Students:
 grasp a particular point of view by
distinguishing between what was
stated directly and what was meant
through the use of satire, sarcasm,
irony, or understatement.
Students use writing and/ or speaking to:


analyze multiple interpretations of a
work (e.g. story, drama, poem)
evaluate the medium's interpretation
of the source text including those of
both Shakespeare and American
dramatists
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:






be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
establish roles in doing so
propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
19
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE




28
B.1.a
-d
B.2.a
-e
B.3.a
-e
E.c
observations, and ideas
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
resolve contradictions
determine when more research is
needed to complete a task
III. Writing
With practice and support, students:
Write routinely over extended time frames, including time for research, reflection,
and revision, and shorter time frames such as a single sitting or a day or two for a
range of tasks, purposes, and audiences. [W.11.10]

produce writing for a range of tasks,
purposes, and audiences, including
writing in short and/or extended
time frames.
FOURTH SIX WEEKS
I.
1
2
3
A.1.b
A.2.a
-d
A.5.fh
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
Reading
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.11.1]
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.11.2]
Students analyze the meaning of a variety
of types of texts by:




Students use writing and/or speaking to
objectively summarize a variety of
informational texts including:

Analyze the impact of the author’s choices regarding how to develop and relate
explaining explicit ideas
drawing inferences
providing strong and thorough
pieces of textual evidence to support
analysis
determining where the text is vague
an analysis of the development of
two or more central ideas over the
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
20
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
c, f, h
4
5
6
A.2.a
-d
A.4.a
-c
A.5.b
-h
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.11.4]
A.3.cd
A.5.a,
e, g
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.11.5]
A.5.a
-h
Analyze a case in which grasping a 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.11.6]
10
11
12
13
14
15
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.11.3]
A.6.a
-d
D.1.b
-c
A.1.c
A.2.b
-d
A.6.c
A.7.a
A.3.a
A.5.a
A.6.b
A.5.a,
c-e,
g-h
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.11.1]






Students use writing and/or speaking to:

Determine two or more 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
provide a complex analysis; provide an objective summary of the text. [RI.11.2]
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.11.3]
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.11.4]
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,
course of a text
how they interact and build on one
another to create a complex picture
of the subject or topic
analyze the way in which an author
crafts a complex set of ideas or
sequence of events in regard to how
specific individuals, ideas, or events
interact and develop
determine the meaning of words and
phrases based on how they are used
in a text
understand figurative, connotative,
and technical meanings
analyze the overall meaning of a key
term over the course of a text
analyze how an author uses and
refines a key term to develop its
meaning over the course of a text




analyze and evaluate whether the
structure of an exposition or
argument makes points clear,
convincing, and engaging
determine an author's point of view
or purpose
analyze how the author uses rhetoric
effectively to promote point of view
analyze how the author's content
and style contribute to the overall
power, persuasiveness, and
aesthetics of a text
evaluate and integrate multiple
sources of information from visual,
quantitative, and word formats to
address questions or problem solve
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
21
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
16
A.5.a,
g
A.8.a
-b, de, h
17
A.6.a
-d
convincing, and engaging. [RI.11.5]
Students use writing and/or speaking to:
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.11.6]

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.11.7]
39
A.5.a
-b, gh
A.6.a,
c-d
B.1.d
C.c
E.a
A.3.a
A.3.b
A.8.a
-b, f
B.2.a
B.4.e
-g
B.5.a
Analyze seminal United States documents of historical and literary significance
(e.g., Roosevelt’s “Four Freedoms” speech, King’s “Letter from a Birmingham
Jail”), including how they address related themes and concepts. (Alabama) [RI.910.9]
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. [L.11.5]
c. Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
d. Analyze nuances in the meaning of words with similar denotations.
Post-War Era Literature (1945-1970)
Suggested Authors:
War
o Advertisements
o Political/War cartoons
o Newspaper articles
o John Hersey
o Randall Jarrell
-
Tradition and Rebellion
o Flannery O’Connor
o Bernard Malamud
o Lawrence Ferlinghetti
o Sylvia Plath
o Anna Sexton
o Theodore Reothke

analyze seminal U.S. documents of
historical and literary significance
determine how influential documents
address similar themes and concepts
Students use writing and speaking to
demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings and analyze
their role in the text including:



hyperbole in context and analyze its
role in the text
paradox in context and analyze its
role in the text
nuances in word meanings with
similar denotations
Suggested Works:
Junk Rally posters
“The Battle of the Easy Chair”
(Seuss)
Selections from Hiroshima, Of Men
and War, and/or The Wall
“The Death of the Ball Turret
Gunner”
“The Life You Save May Be Your
Own”
“The First Seven Years”
“Constantly Risking Absurdity”
“Mirror”
“Courage”
“Cuttings,” “Cuttings (later)”
“The Explorer”
“Fredrick Douglass”
“One Art,” “Filling Station”
“The Rockpile”
“Life in His Language”
Inaugural Address
“Letter from Birmingham City Jail”
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
22
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
o
o
o
-
Gwendolyn Brooks
Robert Hayden
Elizabeth Bishop
Protest
o James Baldwin
o Toni Morrison
o John F. Kennedy
o Martin Luther King, Jr.
Suggested Informational &
Supplemental Texts:
A Call to Conscience: The Landmark
Speeches of Dr. Martin Luther King,
Jr. by Dr. Martin Luther King, Jr.
Baldwin: Early Stories and Novels by
James Baldwin
Anthology of Modern American
Poetry edited by Cary Nelson
Patriots: The Vietnam War
Remembered from All Sides by
Christian G. Appy
A Man on the Moon: The Voyages of
the Apollo Astronauts by Andrew
Chaikin
“Howl” by Allen Ginsberg
“The Four Freedoms” by Franklin D.
Roosevelt
Suggested Websites:
AETN’s WWII Oral History Project
www.intheirwords.org
WWII Propaganda and Sources
world-war-2.info/propaganda/
American Propaganda in WWII
http://library.thinkquest.org/C011150
0/ww2/american/amerprop.htm
Propaganda Techniques
http://library.thinkquest.org/C011150
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
23
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
0/proptech.htm
or
http://www.pbs.org/weta/reportinga
mericaatwar/teachers/pdf/propagand
a.pdf
Poster Analysis Worksheet
http://www.archives.gov/education/l
essons/worksheets/poster_analysis_
worksheet.pdf
Brief Guide to Beat Poets
http://www.poets.org/viewmedia.php
/prmMID/5646
II.
19
A.6.d
B.1.a
-d
B.2.ce
B.3.b
-e
20
B.1.a
-d
Writing
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. [W.11.1]
a. 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.
b. 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.
c. Use words, phrases, and clauses as well as carried 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.
d. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
Write informative or explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
Students write arguments to support
claims with clear reasons, relevant
evidence, and:







an introduction that states precise,
knowledgeable claims, establishes
significance of claims, and
distinguishes claims from opposing
claims
organization that logically sequences
claim(s), counterclaims, reasons, and
evidence
fairly and thoroughly developed
claims and counterclaims
delineated strengths and limitations
of claims and counterclaims
anticipated knowledge level,
concerns, values, and possible biases
of audience
words, phrases, clauses, and varied
syntax to link major sections of the
text, create cohesion, and clarify
relationships used
formal style and objective tone
Suggested Activities:
Use newspaper editorials,
editorial/political cartoons, and
posters from WWII to study the use
and effect of propaganda in the U.S.
during war time.
Society and Culture in the Media—Do
images affect you more than words?
Create a computer slide show or
poster presentation in which you
analyze several editorial cartoons.
Use historical or contemporary
cartoons, and evaluate how
messages in the cartoons present
social and cultural views differently
than do traditional written texts.
(Prentice Hall)
Hersey and Jarrell—Use a Venn
diagram to show similarities and
differences between the works’
portrayals of victims in war.
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
24
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
B.2.b,
d-e
B.3.a
-e
22
23
24
25
26
B.1.a
-d
B.3.a
-d
B.1.a
-d
B.3.a
-b, de
B.4.f
B.1.d
C.a-f
organization, and analysis of content. [W.11.2]
a. 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.
b. 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.
c. 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.
d. Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
f. 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).
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 19-21.) [W.11.4]
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 the first three standards in the Language strand in
Grades K-11.) [W.11.5]

concluding statement or section that
follows from and supports the
argument
Students write informative/explanatory
pieces to examine a topic and convey
ideas, concepts, and information through
the selection, organization, and analysis
of relevant content by:







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.11.6]

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. [W.11.7]


introducing a topic
organizing complex ideas, concepts,
and information to create a unified
whole
using formatting (e.g. headings),
graphics (e.g. figures, tables), and
multimedia to aid comprehension
developing the topic thoroughly with
most significant and relevant facts,
extended definitions, concrete
details, quotations, or other
information selected based on
audience
using appropriate and varied
transitions and syntax to link major
sections, create cohesion, and clarify
relationships
using precise language and domainspecific vocabulary
using techniques such as metaphor,
simile, and analogy
establishing and maintaining a
formal style
providing a concluding statement or
section
are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
“The Life You Save May Be Your
Own” – Write an essay explaining the
fate of each character in the story
and interpret the title. Answer the
following questions about each
character to help you:
1) What happens to the
character in the end?
2) How does the character’s
fate connect to the title?
“The First Seven Years” – Have
students research on immigrant
group that arrived in America in the
nineteenth century or the first half of
the twentieth century: Irish, Chinese,
Germans, Russians, etc. Students
should locate enough information to
produce a word picture of a teenage
who immigrated to America half a
dozen years earlier.
“Constantly Risking Absurdity” – 1)
In what ways does the poem express
Beat ideas? 2) Using the poem as a
model, write a poem using an
extended metaphor. In your poem,
compare an abstract idea to a
concrete object or a physical activity.
“Mirror” & “Courage” – Both poems
address the full sweep of a human
life, from youth to adulthood to old
age. However, the poets’ portrayals
of these stages of life are extremely
different. Write an essay exploring
how each speaker sees the process
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
25
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
27
36
C.a,
c-e
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. [W.11.8]
Draw evidence from literary or informational texts to support analysis, reflection,
and research. [W.11.9]
B.2.d
D.1.b
B.5.a
-f
B.6.a
-c
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. [L.11.2]

apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
Students develop and strengthen writing
by:








planning
revising
editing
rewriting
trying a new approach to best
address purpose and audience.
use technology to produce, publish,
and update individual or shared
writing
use the Internet to produce, publish,
and update individual or shared
writing
update writing in response to
feedback and new arguments or
information
Students conduct short as well as more
sustained research projects that:




answer self-generated questions or
solve a problem
narrow or broaden the inquiry when
appropriate
synthesize multiple sources on the
subject
demonstrate understanding of the
subject
Students learn relevant information from
multiple authoritative print and digital
sources by:
of progress of life. Consider these
questions: What words describe each
speaker’s attitude toward aging? How
are these attitudes depicted in the
poem’s images? Which portrayal is
hopeful, and which is full of despair?
Why?
Roethke – Research plant growth in
a science book or on a science Web
site. Compare and contrast the
information in the science text with
the depictions in the poems. Then,
write to evaluate each type of
writing. Describe the types of
language used in these different
contexts as well as the authors’
purposes and perspectives. Take a
position about which presentation of
plant growth is more engaging.
“The Explorer” & “Frederick
Douglass” – Examine poems through
two different critical lenses. First,
use a social perspective, analyzing
how each poem reflects the struggles
of African Americans during the midtwentieth century. Then, use an
archetypal perspective,
demonstrating how each poem
expresses universal human longings.
“One Art” & “Filling Station” –
Respond to the poems in more than
one genre or form. Illustrate the
poems with drawings, paintings,
photographs, or a collage of images
from other sources, including the
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
26
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE







effectively using advanced searches
assessing the strengths and
limitations of each source in
answering research questions
considering the task, purpose, and
audience when selecting sources
integrating information into the text
to maintain flow of ideas
avoiding plagiarism
avoiding overreliance on any one
source
following standard citation format
Students critically read literary and
informational text and use writing to:





demonstrate knowledge of 18th,
19th, and early 20th century
foundational works of American
literature
explain how two or more texts from
the same period treat similar themes
or topics
delineate and evaluate reasoning in
seminal U.S. texts
explain how constitutional principles
and legal reasoning are applied in
seminal U.S. texts
explain premises, purposes, and
arguments in works of public
advocacy
Depending on the intended audience and
purpose, students:

apply conventions of standard
English, capitalization, punctuation,
internet. Then, write an explanation
of your choices. Finally, combine the
images with the text in a poster to
display in your classroom.
“The Rockpile” – A radio drama can
capture the flow and feeling of a
story while leaving listeners
imaginative space in which to
visualize the characters and settings.
Adapt “The Rockpile” as a radio play.
With a group, divide the story into
scenes. Individually, choose a scene
to develop into a script.
“Life In His Language” – Write about
an essay of tribute to honor a person
who has influenced you: someone
you know or someone whose art has
inspired you.
JFK Address – Have students
research an aspect of space
exploration and the Cold War. Have
them write to explain their research
in relation to JFK’s speech.
MLK, Jr. Letter – Have students
research the boycott and record their
findings. Have them work in groups
to create articles, editorials,
“interviews,” or illustrations for a
year-in-review issue of news
magazine.
JFK & MLK, Jr. – Write a letter to the
editor in which you explain why the
messages Kennedy and King convey
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
27
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
and spelling when writing
III.
29
A.7.a
-b
D.1.a
-d
D.2.a
-g
31
C.c
D.1.a
-e
Speaking and Listening
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]
a. 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.
b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
c. 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.
d. 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.
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.11.3]
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:










be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
establish roles in doing so
propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
observations, and ideas
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
resolve contradictions
determine when more research is
needed to complete a task
During or after listening or viewing,
students:



evaluate a speaker's point of view
evaluate a speaker's use of
reasoning, evidence, and rhetoric
assess a speaker's stance and
premises
are still important today.
Suggested Activity:
Propaganda—(Prentice Hall)
1) Watch a political ad on TV
or the Internet and analyze
the techniques (technical or
propaganda) the ad uses to
sway viewers.
2) Research a national election
from the past and the effect
of advertising on the
outcome. Locate an ad
used in the campaign.
(Organizations such as the
American Museum of the
Moving Image maintain
archives of ads.) Watch the
ad and evaluate it using the
following questions:
- Who was the ad
produced for?
- Why type of voter is the
ad targeting?
(Sympathetic,
undecided, hostile, etc.)
- What techniques were
used?
- Are the claim made
about the candidate
truthful?
- Would this ad help
someone who wants to
be informed about this
candidate?
- Explain your answers.
Write a summary of your
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
28
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE


findings to share in a class
discussion. Use the
conventions of standard
English in your summary.
identify links among ideas
evaluate a speaker's word choice,
points of emphasis, and tone
Interview – Create a research plan to
educate yourself about the 1960s.
Use a variety of sources—print,
digital, audio, and visual—to learn
about this time period. Use the
information you gather to write
interview questions. Conduct an
interview with someone who lived
through the 1960s. If possible, use
technology, such as a video recorder,
to capture the interview, and a
computer to edit it. Present the
edited interview to the class. Include
a closing statement in which you
summarize what you learned. Adapt
our speech to each task, speaking
conversationally during the interview
and more formally during your
presentation.
Example questions:
What were your
reactions to the Kennedy
and King assassinations?
How did you feel about
the Vietnam War?
Were you a fan of the
Beatles or other musical
groups? Why?
FIFTH SIX WEEKS
I.
1
A.1.b
A.2.a
Reading: Drama
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
Students use writing and/or speaking to:

analyze the meaning of a variety of
Suggested Plays: (Choose One)
The Crucible by Arthur Miller
Death of a Salesman by Arthur Miller
A Raisin in the Sun by Lorraine
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
29
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
2
3
4
5
6
7
-d
A.5.fh
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
c, f, h
where the text leaves matters uncertain. [RL.11.1]

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.11.2]
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.11.3]
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.11.4]
A.3.cd
A.5.a,
e, g
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.11.5]
A.5.a
-h
Analyze a case in which grasping a 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.11.6]
A.6.a
-d
D.1.b
-c
Students use writing and/or speaking to:

A.2.a
-d
A.4.a
-c
A.5.b
-h
29

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.11.7]
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
types of texts by explaining explicit
ideas and drawing inferences
provide strong and thorough pieces
of textual evidence to support
analysis
determine where the text is vague

objectively summarize a text
including an analysis of two or more
central ideas or themes over the
course of a text
explain how the central ideas or
themes work together to develop
complexity
Hansberry
Cat on a Hot Tin Roof by Tennessee
Williams
Othello by William Shakespeare
Macbeth by William Shakespeare
Suggested Informational &
Supplemental Texts:
McGraw-Hill Glossary of Drama
Terms
http://highered.mcgrawhill.com/sites/0072405228/student_vi
ew0/drama_glossary.html
The Globe Theatre
http://www.shakespearesglobe.com/
education/discovery-space
Students use writing and/or speaking to:
Death of a Salesman Unit

analyze the impact of the author's
choices regarding setting, structure
and character development to
develop the story
Students use writing and/or speaking to:





determine the meaning of words and
phrases based on how they are used
in a text
understand figurative and
connotative meanings
analyze the overall impact of word
choices on meaning and tone
analyze the impact of words with
multiple meanings
notice the impact of language
chosen to enhance beauty
engagement from a variety of
http://hobsons5.wikispaces.com/file/
view/Death+of+a+Salesman+Unit.d
oc
The Crucible Unit
http://edweb.tusd.k12.az.us/sreitz/e
ng%2011/crucible%20packet%2009.
doc
A Raisin in the Sun Lesson
http://edsitement.neh.gov/lessonplan/raisin-sun-quest-americandream#sect-thelesson
Cat on a Hot Tin Roof
http://www.readwritethink.org/classr
oom-resources/calendaractivities/roof-premiered-york-195520465.html’
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
30
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
A.4.b
A.7.a
-c
A.7.a
-b
D.1.a
-d
D.2.a
-g
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]
e. 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.
f. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
g. 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.
h. 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.
sources including Shakespeare
Students use writing and/or speaking to:

analyze how an author's choices in
regard to structuring specific parts of
a text contribute to overall structure
and aesthetic impact of a text
Students:
 grasp a particular point of view by
distinguishing between what was
stated directly and what was meant
through the use of satire, sarcasm,
irony, or understatement.
Students use writing and/ or speaking to:


analyze multiple interpretations of a
work (e.g. story, drama, poem)
evaluate the medium's interpretation
of the source text including those of
both Shakespeare and American
dramatists
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:





be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
establish roles in doing so
propel conversations by posing
questions that probe reasoning and
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
31
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE





II.
Research Project and Presentation
16
B.1.d
C.c
E.a
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.11.7]
22
B.1.a
-d
B.3.a
-d
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 19-21.) [W.11.4]
23
24
25
26
B.1.a
-d
B.3.a
-b, de
B.4.f
B.1.d
C.a-f
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 the first three standards in the Language strand in
Grades K-11.) [W.11.5]
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
observations, and ideas
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
resolve contradictions
determine when more research is
needed to complete a task
Students:

evaluate and integrate multiple
sources of information from visual,
quantitative, and word formats to
address questions or problem solve
Suggested Sources:
Presentation Web Tools
http://cooltoolsforschools.wikispaces.
com/Presentation+Tools
Students critically read literary and
informational text and use writing to:


Use technology, including the Internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including arguments
or information [W.11.6]

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. [W.11.7]


demonstrate knowledge of 18th,
19th, and early 20th century
foundational works of American
literature
explain how two or more texts from
the same period treat similar themes
or topics
delineate and evaluate reasoning in
seminal U.S. texts
explain how constitutional principles
and legal reasoning are applied in
seminal U.S. texts
explain premises, purposes, and
arguments in works of public
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
32
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
advocacy
27
C.a,
c-e
Draw evidence from literary or informational texts to support analysis, reflection,
and research. [W.11.9]
30
32
B.2.d
D.1.b
D.1.d
E.a
33
D.1.a
-b
D.2.a
, c-e
34
B.1.d
E.a
35
36
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. [W.11.8]
D.2.a
-e
37
B.4.a
-d
B.5.a
-f
B.5.a
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.11.2]
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.
During or after listening or viewing,
students:




Students orally present information,
findings, and supporting evidence:


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.11.5]

Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See Grade 11 Language standards
35 and 37 for specific expectations.) [SL.11.6]

Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking. [L.11.1]

Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. [L.11.2]
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.11.3]
integrate multiple sources of
information from diverse media
formats
make informed decisions and solve
problems
evaluate credibility and accuracy of
sources
note discrepancies among data





including a clear and distinct
perspective
allowing listeners to follow the line of
reasoning
addressing alternative or opposing
perspectives
adapting organization to purpose,
audience, and range of tasks
adapting development to purpose,
audience, and range of tasks
adapting substance to purpose,
audience, and range of tasks
adapting style to purpose, audience,
and range of tasks
adapt speech to a variety of contexts
and tasks.
demonstrate command of speaking
in formal English when indicated or
appropriate
apply knowledge of language to
understand how it functions in
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
33
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-f
B.6.a
-c


A.8.a,
d, f,
h
B.4.a
-g
B.5.a
-f
C.f
B.1.c
D.1.d
different contexts
understand how using language
correctly can affect meaning and
style
use guidance to utilize syntax for
effect in writing as well as to
demonstrate the understanding of
syntax in the reading of complex
texts
SIXTH SIX WEEKS
I.
1
2
3
4
A.1.b
A.2.a
-d
A.5.fh
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
c, f, h
A.2.a
-d
A.4.a
-c
Reading: American Novel
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.11.1]
Students use writing and/or speaking to:


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.11.2]

analyze the meaning of a variety of
types of texts by explaining explicit
ideas and drawing inferences
provide strong and thorough pieces
of textual evidence to support
analysis
determine where the text is vague
Suggested Activity: (Choose Two)
Teacher may choose a novel with
American ties for the class to read as
a whole or allow students to choose
novels for literature circles or
individual reading.
Students use writing and/or speaking to:

objectively summarize a text
including an analysis of two or more
central ideas or themes over the
course of a text
explain how the central ideas or
themes work together to develop
complexity
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.11.3]

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
Students use writing and/or speaking to:
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
34
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
5
6
7
A.5.b
-h
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare
as well as other authors.) [RL.11.4]
A.3.cd
A.5.a,
e, g
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.11.5]
A.5.a
-h
Analyze a case in which grasping a 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.11.6]
29
A.6.a
-d
D.1.b
-c
A.4.b
A.7.a
-c
A.7.a
-b
D.1.a
-d
D.2.a
-g
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.11.7]
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]
e. 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.
f. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
g. 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.
h. 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.

analyze the impact of the author's
choices regarding setting, structure
and character development to
develop the story
Students use writing and/or speaking to:





determine the meaning of words and
phrases based on how they are used
in a text
understand figurative and
connotative meanings
analyze the overall impact of word
choices on meaning and tone
analyze the impact of words with
multiple meanings
notice the impact of language
chosen to enhance beauty
engagement from a variety of
sources including Shakespeare
Students use writing and/or speaking to:

analyze how an author's choices in
regard to structuring specific parts of
a text contribute to overall structure
and aesthetic impact of a text
Students:
 grasp a particular point of view by
distinguishing between what was
stated directly and what was meant
through the use of satire, sarcasm,
irony, or understatement.
Students use writing and/ or speaking to:

analyze multiple interpretations of a
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
35
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE

work (e.g. story, drama, poem)
evaluate the medium's interpretation
of the source text including those of
both Shakespeare and American
dramatists
Students initiate and participate in a
range of collaborative discussions with a
variety of diverse participants,
demonstrating the ability to:










be prepared by reading or
researching required materials
refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
promote civil, democratic discussions
set clear goals and deadlines, and
establish roles in doing so
propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
contribute relevant evidence,
observations, and ideas
recognize and respond thoughtfully
to new information expressed by
others
synthesize comments, claims and
evidence from all sides of an issue.
resolve contradictions
determine when more research is
needed to complete a task
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
36
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
II.
1
2
3
4
5
6
A.1.b
A.2.a
-d
A.5.fh
A.6.c
A.7.a
-c
A.1.b
-c
A.2.a,
c-e
A.3.a
A.5.a,
c, f, h
Reading
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.11.1]
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.11.2]
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.11.3]
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.11.4]
A.3.cd
A.5.a,
e, g
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.11.5]
A.5.a
-h
Analyze a case in which grasping a 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.11.6]
A.6.a
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
29

provide strong and thorough pieces
of textual evidence to support
analysis

determine where the text is vague
Students use writing and/or speaking to:
 objectively summarize a text
including an analysis of two or more
central ideas or themes over the
course of a text

A.2.a
-d
A.4.a
-c
A.5.b
-h
7
Students use writing and/or speaking to:
 analyze the meaning of a variety of
types of texts by explaining explicit
ideas and drawing inferences
explain how the central ideas or
themes work together to develop
complexity
Students use writing and/or speaking to:
 analyze the impact of the author's
choices regarding setting, structure
and character development to
develop the story
Students use writing and/or speaking to:
 determine the meaning of words and
phrases based on how they are used
in a text

understand figurative and
connotative meanings

analyze the overall impact of word
choices on meaning and tone

analyze the impact of words with
multiple meanings

notice the impact of language
chosen to enhance beauty
engagement from a variety of
sources including Shakespeare
Students use writing and/or speaking to:
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
37
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
-d
D.1.b
-c
A.4.b
A.7.a
-c
A.7.a
-b
D.1.a
-d
D.2.a
-g
39
by an American dramatist.) [RL.11.7]
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on Grade 11 topics, texts.
And issues, building on others’ ideas and expressing their own clearly and
persuasively. [SL.11.1]
e. 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.
f. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as
needed.
g. 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.
h. 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.
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. [L.11.5]
e. Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
f. Analyze nuances in the meaning of words with similar denotations.
A.8.a
-b, f
B.2.a
B.4.e
-g
B.5.a
Contemporary Literature (1970-present)
Suggested Authors:
Contemporary Fiction
o Julia Alvarez
o Alice Walker
o Raymond Carver
-
Contemporary Poetry

analyze how an author's choices in
regard to structuring specific parts of
a text contribute to overall structure
and aesthetic impact of a text
Students:
 grasp a particular point of view by
distinguishing between what was
stated directly and what was meant
through the use of satire, sarcasm,
irony, or understatement.
Students use writing and/ or speaking to:
 analyze multiple interpretations of a
work (e.g. story, drama, poem)
 evaluate the medium's interpretation
of the source text including those of
both Shakespeare and American
dramatists
 be prepared by reading or
researching required materials
 refer to evidence in order to explore
and initiate discussions with ideas
gained from preparation
 promote civil, democratic discussions
 set clear goals and deadlines, and
establish roles in doing so
 propel conversations by posing
questions that probe reasoning and
evidence to ensure for a full range of
topical positions
 contribute relevant evidence,
observations, and ideas
 recognize and respond thoughtfully
to new information expressed by
others
 synthesize comments, claims and
evidence from all sides of an issue.
 resolve contradictions
 determine when more research is
Suggested Works:
“Antojos”
“Everyday Use”
“Everything Stuck to Him”
“Traveling Through the Dark”
“The Secret”
“The Gift”
“Who Burns for the Perfection of
Paper”
“Camouflaging the Chimera”
“Streets”
“Halley’s Comet”
“The Latin Deli: An Ars Poetica”
“Onomatopoeia”
“Coyote v. Acme”
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
38
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
o
o
o
o
o
o
o
o
-
III.
19
A.6.d
B.1.a
-d
B.2.ce
B.3.b
-e
William Stafford
Denise Levertov
Li-Young Lee
Martín Espada
Yusef Komunyakaa
Naomi Shihab Nye
Stanley Kunitz
Judith Ortiz Cofer
Contemporary Nonfiction
o William Safire
o Ian Frazier
o Anna Quindlen
o Sean Ramsay
o William Harvey
o Amy Tan
o Rita Dove
o Maxine Hong Kingston
o N. Scott Momaday
Writing
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. [W.11.1]
f. 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.
g. 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.
h. Use words, phrases, and clauses as well as carried 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.
i. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
needed to complete a task
Students use writing and speaking to
demonstrate understanding of figurative
language, word relationships, and
nuances in word meanings and analyze
their role in the text including:







The Woman Warrior
The Names
hyperbole in context and analyze its
role in the text
paradox in context and analyze its
role in the text
nuances in word meanings with
similar denotations
Students write arguments to support
claims with clear reasons, relevant
evidence, and:

“One Day, Now Broken in Two”
“Urban Renewal”
“Playing for the Fighting Sixty-Ninth”
“Mother Tongue”
“For the Love of Books”
an introduction that states precise,
knowledgeable claims, establishes
significance of claims, and
distinguishes claims from opposing
claims
organization that logically sequences
claim(s), counterclaims, reasons, and
evidence
fairly and thoroughly developed
claims and counterclaims
delineated strengths and limitations
of claims and counterclaims
anticipated knowledge level,
concerns, values, and possible biases
of audience
Suggested Activities:
“Antojos” – In both literature and
life, stories are shaped by the points
of view of those who tell them.
Write a new version of the story from
the point of view of one of the men
who changes Yolanda’s tire.
“Everyday Use” – Ask students to
bring to class or be prepared to
discuss mementos that represent
their heritage. Ask students how their
families use or display these items:
are they tucked away in a storage
bin, put on display, or used? Is the
risk of damaging the objects
outweighed by the pleasure of seeing
and using them regularly?
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
39
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
20
j.
B.1.a
-d
B.2.b,
d-e
B.3.a
-e
21
B.1.a
-d
B.2.a,
B.3.a
-e
B.4.g
22
Provide a concluding statement or section that follows from and supports
the argument presented.
Write informative or explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content. [W.11.2]
g. 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.
h. 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.
i. 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.
j. Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
k. Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
l. 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).
Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences. [W.11.3]
a. 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.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
c. 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).
d. Use precise words and phrases, telling details, and sensory language to



words, phrases, clauses, and varied
syntax to link major sections of the
text, create cohesion, and clarify
relationships used
formal style and objective tone
concluding statement or section that
follows from and supports the
argument
Students write informative/explanatory
pieces to examine a topic and convey
ideas, concepts, and information through
the selection, organization, and analysis
of relevant content by:









introducing a topic
organizing complex ideas, concepts,
and information to create a unified
whole
using formatting (e.g. headings),
graphics (e.g. figures, tables), and
multimedia to aid comprehension
developing the topic thoroughly with
most significant and relevant facts,
extended definitions, concrete
details, quotations, or other
information selected based on
audience
using appropriate and varied
transitions and syntax to link major
sections, create cohesion, and clarify
relationships
using precise language and domainspecific vocabulary
using techniques such as metaphor,
simile, and analogy
establishing and maintaining a
formal style
providing a concluding statement or
“Everything Stuck to Him” – Write an
analytical essay in which you
examine the story’s ending. Consider
the following questions as you draft:
In what way does the story end
happily? What note of discord is
introduced? How is that note
introduced? What do you understand
about the father and daughter’s
relationship from earlier details? How
is your sense of the ending affected
by that understanding? Begin your
essay by stating your position. Then,
defend your position with details
from the story.
Stafford, Levertov, Lee – The title of
each of these poems has a direct
relationship to the poem’s meaning.
Choose two of the poems, and write
an essay in which you first analyze
the relationship between each poem
and its title, and then compare and
contrast the two title/poem
relationships with each other.
Espada, Komunyakaa, Nye –Each of
these poems expresses a belief about
an aspect of life as it affects a
specific group of people. In an essay,
analyze the way in which each
poem’s theme is also a comment on
life for all people. Consider the
following questions:
What insights or
experiences are
described in each poem?
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
40
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
23
e.
27
36
B.1.a
-d
B.3.a
-d
B.1.a
-d
B.3.a
-b, de
B.4.f
convey a vivid picture of the experiences, events, setting, and/or
characters.
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
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 19-21.) [W.11.4]
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 the first three standards in the Language strand in
Grades K-11.) [W.11.5]
Draw evidence from literary or informational texts to support analysis, reflection,
and research. [W.11.9]
B.2.d
D.1.b
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. [L.11.2]
B.5.a
-f
B.6.a
-c
section
-
Students write a narrative that includes
real or imagined experiences or events
which:















engage and orient the reader
set a problem, situation, or
observation and its significance
establish one or multiple points of
view
introduce narrator or characters
create a smooth progression of
experiences or events
use narrative techniques such as
dialogue, pacing, description,
reflection, and multiple plot lines to
develop experiences, events, and/or
characters
build toward a particular tone and
outcome
vary techniques to sequence events
to create a coherent whole
use precise words and phrases
use telling details
use sensory language
convey experiences and events
vividly
use a conclusion that follows from
narrated experiences or events
are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
-
How do these
experiences relate to all
people?
What wish for humanity
does each poem
express?
“Halley’s Comet” – Write an
autobiographical essay about
something you misunderstood or
misinterpreted when you were a kid.
Try to capture the mix of feelings the
misunderstandings evoked or
represented at the time, as well as
how you feel about it today.
“The Latin Deli” – Ask students to
think about a memory from their
childhood that involves their senses,
especially the senses of smell and
taste. Have them write down brief
descriptions of the person or things
associated with the memory, and
encourage them to choose words
that evoke the sensory aspect of
their memory. In small groups, have
students share their sensory
memories with classmates.
“Onomatopoeia” – Choose a word or
phrase in English that you find
interesting, odd, or funny. Research
the history of the word: its first
appearance in the language and
changes in its meaning. Explain your
research. Uses a mixture of scholarly
diction, familiar diction, and idiomatic
expressions.
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
41
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
Depending on the intended audience and
purpose, students:

apply conventions of standard
English, capitalization,
punctuation, and spelling when
writing
Write a letter to the author of the
essay you found more interesting.
Explain what you liked, what you did
not like, and ask any questions you
may have.
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
42
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
SUGGESTED READING LIST:
TITLE
A Farewell to Arms
As I Lay Dying
The Awakening
Black Boy
Catch-22
The Catcher in the Rye
Ethan Frome
Fahrenheit 451
For Whom the Bell Tolls
The Grapes of Wrath
Gone with the Wind
The Great Gatsby
Hiroshima
Of Mice and Men
The Old Man and the Sea
On the Road
One Flew Over the Cuckoo’s Nest
The Sun Also Rises
Their Eyes Were Watching God
To Kill a Mockingbird
Uncle Tom’s Cabin
AUTHOR
Ernest Hemingway
William Faulkner
Kate Chopin
Richard Wright
Joseph Heller
J.D. Salinger
Edith Wharton
Ray Bradbury
Ernest Hemingway
John Steinbeck
Margaret Mitchell
F. Scott Fitzgerald
John Hersey
John Steinbeck
Ernest Hemingway
Jack Kerouac
Ken Kesey
Ernest Hemingway
Zora Neale Hurston
Harper Lee
Harriet Beecher Stowe
SUGGESTED RESOURCES (Narrative):
TITLE
“Winter Dreams”
“In Another Country”
“A Worn Path”
“A Rose for Emily”
AUTHOR
F. Scott Fitzgerald
Ernest Hemingway
Eudora Welty
William Faulkner
PAGE NUMBER (OF TEXTBOOK) OR LINK
www.sc.edu/fitzgerald/winterd/winter.html
www.olypen.com/pnkdurr/as/country_text.htm
www.theatlantic.com/past/docs/issues/41feb/wornpath.htm
xroads.virginia.edu/~drbr/wf_rose.html
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
43
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
“The Jilting of Granny Weatherall”
Katherine Anne Porter
“The Life You Save May Be Your Own”
“The First Seven Years”
“The Rockpile”
“Antojos”
Flannery O’Connor
Bernard Malamud
James Baldwin
Julia Alvarez
“Everyday Use”
“Everything Stuck to Him”
Alice Walker
Raymond Carver
http://people.morrisville.edu/~whitnemr/html/The%20Jilting%20of%20Granny%20
Weatherall.htm
faculty.smu.edu/nschwart/2312/lifeyousave.htm
colleronline.weebly.com/the-first-seven-years.html
www.thecaribbeanwriter.org/index/php?option=com_content&view=article&id=216&
catid=7:volume4&Itemid=2
xroads.virginia.edu/~ug97/quilt/walker.html
nexuslearning.net/books/elements_of_lit_course5/everything_stuck.htm
SUGGESTED RESOURCES (Short Stories-Nonfiction/Informational):
TITLE
“The Night the Ghost Got In”
Dust Tracks on a Road
AUTHOR
James Thurber
Zora Neale Hurston
Nobel Prize Acceptance Speech
William Faulkner
“Life in His Language”
Inaugural Address
“Letter from Birmingham City Jail”
Toni Morrison
John F. Kennedy
Martin Luther King, Jr.
H. L. Mencken
The American Language, 4th Edition,
From Chapter XI: “American Slang,”
Section I: “The Nature of Slang”
“Politics and the English Language”
“Onomatopoeia”
“Coyote v. Acme”
“One Day, Now Broken in Two”
“Urban Renewal”
“Playing for the Fighting Sixty-Ninth”
“Mother Tongue”
“For the Love of Books”
George Orwell
William Safire
Ian Frazier
Anna Quindlen
Sean Ramsay
William Harvey
Amy Tan
Rita Dove
PAGE NUMBER (OF TEXTBOOK) OR LINK
www.unz.org/Pub/BurnettWhit-1942-00872
www.heritagecollegeready.org/ourpages/auto/2013/3/6/31196280/Dust_Tracks_on_
a_Road.pdf
www.fultonschools.org/teacher/cooney/As%20I%20Lay%20Dying_files/nobel%20pri
ze%20speech.pdf
www.nytimes.com/books/98/03/29/specials/baldwin-morrison.html
www.americanrhetoric.com/speeches/jfkinaugural.htm
www.uscrossier.org/pullias/king-jr-letter-from-birmingham/
ELA CCSS, Appendix B, 169.
iis.berkeley.edu/sites/default/files/Politics_%26_English_language.pdf
www.library.csi.cuny.edu/dept/history/lavender/243/CoyotevAcme.pdf
www.thedailybeast.com/newsweek/2002/09/08/one-day-now-broken-in-two.html
www.phschool.com/social_studies/special_report/lit_lessons_harvey.html
teachers.sduhsd.k12.ca.us/mcunningham/grapes/mother%20tounge.pdf
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
44
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
The Woman Warrior
The Names
Maxine Hong Kingston
N. Scot Momaday
SUGGESTED RESOURCES (Drama):
The Crucible
TITLE
AUTHOR
Arthur Miller
Death of a Salesman
A Raisin in the Sun
Arthur Miller
Lorraine Hansberry
Cat on a Hot Tin Roof
Tennessee Williams
The Glass Menagerie
Othello
Macbeth
Tennessee Williams
William Shakespeare
William Shakespeare
PAGE NUMBER (OF TEXTBOOK) OR LINK
asbamericanlit.edublogs.org/files/2011/10/21078735-The-Crucible-Arthur-Miller2hmdzot.pdf
moodle.pelister.org/mod/url/view.php?id=469
www.cusd200.org/2354202285754533/lib/2354202285754533/A_Raisin_in_the_Sun.
pdf
anglofafipar.files.wordpress.com/2009/09/tennessee-williams-cat-on-a-hot-tinroof.pdf
staff.bcc.edu/faculty_websites/jalexand/Williams--The_Glass_Menagerie.htm
shakespeare.mit.edu/othello/full.html
shakespeare.mit.edu/macbeth/full.html
SUGGESTED RESOURCES (Poetry):
TITLE
“The Love Song of J. Alfred Prufrock”
“The Red Wheelbarrow”
“The Great Figure”
“Pear Tree”
“Heat”
“old age sticks”
“The Unknown Citizen”
“Of Modern Poetry”
“Anecdote of the Jar”
“Chicago”
“Grass”
AUTHOR
T.S. Eliot
William Carlos Williams
www.poets.org
www.poets.org
Hilda Dolittle
www.poets.org
E. E. Cummings
W.H. Auden
Wallace Stevens
www.mrmcfadden.com/eng3/modern/oldage.html
www.poets.org
people.virginia.edu/~srf/enam312/2004/wsmodpoetry.html
www.poets.org
www.poets.org
Carl Sandburg
PAGE NUMBER (OF TEXTBOOK) OR LINK
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
45
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
ELEVENTH GRADE
“Briches”
“Mending Wall”
“The Negro Speaks of Rivers”
“I, Too”
“The Tropics of New York”
“A Black Man Talks of Reaping”
“From the Dark Tower”
“Storm Ending”
“The River Merchant’s Wife: A Letter”
“Mirror”
“Courage”
“Cuttings”
“Cuttings (later)”
“The Explorer”
“Frederick Douglass”
“One Art”
“Filling Station”
“Traveling Through the Dark”
“The Secret”
“The Gift”
“Who Burns for the Perfection of Paper”
“Camouflaging in the Chimera”
“Streets”
“Halley’s Comet”
“The Latin Deli: An Ars Poetica"
Robert Frost
www.poets.org
Langston Hughes
www.poets.org
Claude McKay
Arna Bontemps
Countee Cullen
Jean Toomer
Ezra Pound
Sylvia Plath
Anne Sexton
Theodore Roethke
Gwendolyn Brooks
Robert Hayden
Elizabeth Bishop
www.poets.org
www.poetryoutloud.org/poem/176999
www.poetryfoundation.org
www.poets.org
ELA CCSS, Appendix B, 161.
www.poemhunter.com
www.poemhunter.com
www.nbu.bg/webs/amb/american/5/roethke/cuttings1.htm
www.poemhunter.com
dexlezwebfolio.blogspot.com/2008/11/poem-deconstruction-explorer-1-whats.html
www.poetryfoundation.org
www.poets.org
William Stafford
Denise Levertov
Li-Young Lee
Martín Espada
Ysef Komunyakaa
Naomi Shihab Nye
Stanley Kunitz
Judith Ortiz Cofer
www.poemhunter.com
www.poetryfoundation.org
www.poetryfoundation.org
www.loc.gov/poetry/180/136.html
www.poetryfoundation.org
www.poets.org
www.poetryfoundation.org
Sccat.sas.upenn.edu/romance/spanish/219/13eeuu/cofer.html
Prentice Hall Literature: The American Experience. Teacher’s ed. Upper Saddle River, N.J.: Pearson Education, Inc., 2008. Print.
46