GREENCASTLE-­‐ANTRIM SCHOOL DISTRICT Curriculum Course Title: American Literature Honors Grade Level(s): 11 & 12 Course Materials Primary Source(s) Supplemental Source(s) EMC Paradigm-­‐American Tradition A Lesson Before Dying, Bleachers, The Crucible, The Scarlet Letter, The Adventures of Huckleberry Finn, Passing, The Great Gatsby, Twelve Angry Men, various short stories, various literary criticism essays. Teacher made resources: Rubrics, prompts, assignment directions, summative assessments Objectives -­‐ All students will: 1. Write well organized developed paragraphs, essays, and research paper in response to prompts, demonstrating accurate use of mechanics. 2. Read fiction and non-­‐fiction texts to express comprehension and analysis of selected readings. 3. Speak clearly and accurately to express arguments and understanding of non-­‐fiction and fiction literature using a variety of media. 4. Listen in a focused manner to take effective notes on presentations of non-­‐fiction and fiction literature. Course Objectives-­‐All students will: 1. Read American Literature and use a variety of methods to understand universal themes and literary elements. Literature will include fiction, non-­‐fiction, poetry, and historical documents. 2. Recognize, analyze, and respond in both oral and written form to literary elements in American Literature and film. Literature will include fiction, non-­‐fiction, poetry, and historical documents. Films will include non-­‐fiction characters and settings. 3. Write paragraphs, five paragraph essays, and research based papers in response to American Literature, film, documents, and curriculum topic-­‐related prompts employing the steps of the writing process for a variety of purposes. The process will include developing a topic, outlining, writing appropriate topic and concluding sentences, providing supporting evidence, applying logic and organization, and demonstrating transitions within and between paragraphs. Students will also demonstrate mastery of the conventions of writing include grammar, spelling, and word choice. Students will apply revision and editing skills and word processing skills to the writing process. American Literature Honors 3/7/13 4. Communicate effectively about American Literature and writing in large and small group discussion and oral presentations using appropriate speech in formal and informal speaking situations. 5. Demonstrate information literacy skills through the process of writing a literary analysis research based paper on American Literature and effectively using media and technology as a resource. 6. Students will continue to develop and refine writing skills focused on literary criticism. 7. Students will read to develop and apply high level thinking skills to solve problems and analyze and interpret various types of American Literature. 8. Students will apply speaking and listening skills to communicate comprehension and analysis of American Literature. 9. Students will apply knowledge of mechanics, usage, and organization to produce and evaluate writings based on analysis of American Literature and narrative writing. 10. Students will locate, document, summarize, and synthesize information using American Literature source materials. Essential Questions: 1. What makes American Literature of the Colonial time period worth reading? 2. What makes the literature of the Revolutionary War important to read? 3. How does the literature of the New England Renaissance express growth in the writings of American authors? 4. What is the significance of the literature of the Civil War time period? 5. How does the literature of Harlem Renaissance express contributions of African American authors? 6. How do American short stories express the common themes of American Literature? American Literature Honors 3/7/13 GREENCASTLE-­‐ANTRIM SCHOOL DISTRICT 1.2 Reading Informational Text PACCSS Content What the Student Will Know Performance What the Student will Do Activities/Assessments CC.1.2.11-­‐12.A Key Ideas and Details Main Idea Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text. Non-­‐Fiction literature found in he course textbook. CC.1.2.11-­‐12.B Key Ideas and Details Text Analysis CC.1.2.11-­‐12.C Key Ideas and Details CC.1.2.11-­‐12.D Craft and Structure Point of View Evaluate how an author’s point of view or purpose shapes the content and style of a text. Guided reading activities based on literature of the textbook. CC.1.2.11-­‐12.E Craft and Structure Text Structure Analyze and evaluate the Guided reading activities and effectiveness of the structure discussion of non-­‐fiction literature an author uses in his or her from the textbook. exposition or argument, including whether the structure makes points clear, convincing, and engaging. American Literature Honors Guided reading activities using non-­‐
fiction literature of the textbook. Collaborative activities based on a selection of non-­‐fiction of writings from the textbook. 3/7/13 CC.1.2.11-­‐12.F Craft and Structure Vocabulary Evaluate how words and phrases shape meaning and tone in texts. In context vocabulary study for all course non-­‐fiction literature. CC.1.2.11-­‐12.G Integration of Knowledge and Ideas Diverse Media Research process for research paper (Honors) and research based essays. CC.1.2.11-­‐12.H Integration of Knowledge and Ideas Evaluating Arguments 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. Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC.1.2.11-­‐12.I Integration of Knowledge and Ideas Analysis Across Texts Analyze foundational U.S. documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. CC.1.2.11-­‐12.J Vocabulary Acquisition and Use CC.1.2.11-­‐12.K 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. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. Analysis of primary source materials for discussion of foundational American values and themes. The Declaration of Independence The Gettysburg Address Speech in the Virginia Convention Other non-­‐fiction writings from the literature from the textbook. Vocabulary lists for non-­‐fiction writings from the textbook. American Literature Honors Research process for research paper and research based essays. Define words listed and used for non-­‐fiction writings in unit study guides. 3/7/13 C.C.1.2.11-­‐12.L Range of Reading Read and comprehend literary non-­‐fiction and informational text on grade level, reading independently and proficiently. Non-­‐fiction literature of the textbook and essays of literary criticism. 1.3 Reading Literature CC.1.3.11-­‐12.A Key Ideas and Details Theme CC.1.3.11-­‐12.B Key Ideas and Details Text Analysis CC.1.3.11-­‐12.C Key Ideas and Details Literary Elements CC.1.3.11-­‐12.D Craft and Structure Point of View American Literature Honors Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama. Guided reading and independent reading activities of fiction literature in the textbook and supplementary sources. Guided and independent reading activities of fiction literature in the textbook and supplementary sources. Evaluate how an author’s point of view or purpose shapes the content and style of a text. Guided reading and discussion of short stories, plays, and novels listed in course resources and poetry from the textbook. Guided reading activities and discussions of short stories, plays, and novels listed in course resources 3/7/13 CC.1.3.11-­‐12.E Craft and Structure Text Structure Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to each other and the whole. Guided reading and discussion activities based on short stories, plays, and novels listed in course resources. CC.1.3.11-­‐12.F Craft and Structure Vocabulary Evaluate how words and phrases shape meaning and tone in texts. CC.1.3.11-­‐12.G Integration of Knowledge and Ideas Sources of Information CC.1.3.11-­‐12.H Integration of Knowledge and Ideas Text Analysis CC.1.3.11-­‐12.I Vocabulary Acquisition and Use Strategies CC.1.3.11-­‐12.J Vocabulary Acquisition and Use 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). Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. Determine or clarify the meaning of unknown and multiple-­‐meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools. 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 Guided reading and discussion activities based on short stories, plays, and novels listed in course resources and poetry from the textbook. Discussions of movie interpretations of “The Crucible”, “Adventures of Huckleberry Finn”, and “The Great Gatsby” American Literature Honors Guided reading activities and discussions based on fiction writings from the textbook, short stories, and novels listed in course resources and poetry from the textbook. Vocabulary lists found in Unit and novel study guides. Vocabulary lists found in Unit and novel study guides. Writing assessments in which students use unit-­‐specific vocabulary appropriately. 3/7/13 knowledge when considering a word or phrase important to comprehension or expression. CC.1.3.11-­‐12.K Range of Reading Read and comprehend literary fiction on grade level, reading independently and proficiently. Short stories and novels listed in course resources and selections in the textbook. 1.4 Writing CC.1.4.11-­‐12.A CC.1.4.11-­‐12.B CC.1.4.11-­‐12.C Informative/explanatory texts’ Write informative/ complex ideas, concepts, and explanatory texts to examine information. and convey complex ideas, concepts, and information clearly and accurately. Write a well-­‐developed paragraph and/or essay responses to prompts, supported with details from the text. Written responses to prompts for all units throughout the course, based on essential questions. Informative/explanatory focus Write with a sharp distinct Use topic sentence/thesis focus identifying topic, task, statement, in 3rd person standard and audience. English word choice. All writing responses to prompts throughout the course content. Informative/Explanatory Develop and analyze the Short research projects with Content topic thoroughly by selecting graphic organizers, outlines, cited the most significant and evidence, works cited, power point relevant facts, extended & other media. definitions, concrete details, quotations, or other Models information and examples appropriate to the audience’s Use primary and/or secondary knowledge of the topic; sources include graphics and multimedia when useful to “The Adventures of Huckleberry aiding comprehension. Finn” analyses American Literature Honors 3/7/13 Revolutionary Literature of Unit 3 CC.1.4.11-­‐12.D Informative/Explanatory Organization CC.1.4.11-­‐12.E Informative/Explanatory Style American Literature Honors Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create the whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. Write with an awareness of the stylistic aspects of composition. - Use precise language, domain-­‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. - Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. - Establish and maintain a formal style. Multi-­‐paragraph writings with thesis statement, topic sentences, transitions, clinchers, introduction paragraph, conclusion paragraph, works cited page, all in MLA format. Models “The Adventures of Huckleberry Finn” Write paragraphs, essays, and short research projects using standard English word choice and objective tone and consistent verb tense, precise vocabulary, varied sentence structures. Based on Units of the course. 3/7/13 CC.1.4.11-­‐12.F Informative/Explanatory Conventions of Language CC.1.4.11-­‐12.G Opinion/Argumentative CC.1.4.11-­‐12.H Opinion/Argumentative Focus Write with a sharp distinct focus identifying topic, task, and audience. - Introduce the precise, knowledgeable claim. Opinion/Argumentative Distinguish the claim(s) from Content alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. CC.1.4.11-­‐12.I CC1.4.11-­‐12.J Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Write arguments to support claims in an analysis of substantive topics. Opinion/Argumentative Organization American Literature Honors Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and Rubrics Paragraphs, essays, & research-­‐
based papers. Based on every Unit of the course. Topic sentence/thesis statement All essay’s Short research projects with graphic organizers, outlines, cited evidence, works cited, power point & other media. Models Use primary and/or secondary sources Revolutionary War Literature of Unit 3 cited essay “The Adventures of Huckleberry Finn” analyses Multi-­‐paragraph writings with thesis statement, topic sentences, transitions, clinchers, introduction paragraph, conclusion paragraph, works cited page, all in MLA format. Models “The Adventures of Huckleberry Finn” literary analyses. 3/7/13 evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented. CC.1.4.11-­‐12.K Opinion/Argumentative style CC.1.4.11-­‐12.L Opinion/argumentative Conventions of Language CC.1.4.11-­‐12.M Narrative CC.1.4.11-­‐12.N Narrative Focus American Literature Honors Write with an awareness of the stylistic aspects of composition. - Use precise language, domain-­‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. - Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. - Establish and maintain a formal style. Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. Write narratives to develop real or imagined experiences or events. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view, and introducing a narrator and/or characters. Write paragraphs, essays, and short research projects using standard English word choice and objective tone and consistent verb tense, precise vocabulary, varied sentence structures. “The Adventures of Huckleberry Finn” “The Crucible” “The Scarlet Letter” “Bleachers” Revolutionary War Literature of Unit 3 Use essential questions as prompts for paragraph writings Rubrics Write a personal origins narrative (Unit 2 Origins of American Tradition); write an imaginative narrative based on a character from a text. Models Rubrics 3/7/13 CC.1.4.11-­‐12.O Narrative Content CC.1.4.11-­‐12.P Narrative Organization CC.1.4.11-­‐12.Q Narrative Style American Literature Honors Use narrative techniques such as dialogue, description, reflection, multiple plot lines, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, settings, and/or characters. Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Write with an awareness of the stylistic aspects of writing. - Use parallel structure. - Use various types of phrases and clauses to convey specific meanings and add variety and interest. - Use precise language, domain-­‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Rubrics Models Write an alternative ending for a short story or novel (The Scarlet Letter). Rubrics 3/7/13 CC.1.4.11-­‐12.R Narrative Conventions of Language Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Rubrics CC.1.4.11-­‐12.S Response to Literature Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-­‐
fiction. Write an analytical paragraph or essay in response to literature. CC.1.4.11-­‐12.T Production and Distribution of Develop and strengthen Writing: Writing process 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. Technology and Publication Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments and information. Conducting Research Conduct short as well as more sustained research projects to answer a question (including a self-­‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.1.4.11-­‐12.U CC.1.4.11-­‐12.V American Literature Honors Revise the paragraph or essay in response to peer -­‐editing or teacher evaluation. Respond to prompts about novels through a blog posting. Write researched essays and a research paper. Based on “Adventures of Huckleberry Finn” 3/7/13 CC.1.4.11-­‐12.W Credibility, Reliability, and Validity of Sources Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-­‐
reliance on any one source and following a standard format for citation. CC.1.4.11-­‐12.X Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-­‐specific tasks, purposes and audiences. CC.1.5.11-­‐12.A CC.1.5.11-­‐12.B 1.5 Speaking and Listening Comprehension and Initiate and participate Collaboration effectively in a range of Collaborative Discussion collaborative discussions on grade level topics, texts, issues, building on others’ ideas and expressing their own clearly and persuasively. Comprehension and Collaboration Critical Learning American Literature Honors Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affect the credibility of an argument through the author’s stance, premises, links between ideas, word Read literary analyses written by scholars to find support for an analysis of literature. Evaluate literary analyses to ensure they are written by scholars and not by students. Gather support from credible sources for one’s own analysis. Cite the evidence from these sources. Follow MLA format Based on “The Adventures of Huckleberry Finn” Write a paragraph in 15-­‐20 minutes. Write an essay in response to a prompt in one 84-­‐minute class. Write essays or narratives over a period of several days. Write essays and a research paper over a period of a week or two. Pairs, teams, and small group presentations about non-­‐fiction and fiction literature from the textbook and supplementary resources. Pairs, teams, and small group presentations about non-­‐fiction and fiction literature from the textbook and supplementary resources. 3/7/13 choice, points of emphasis, and tone. CC.1.5.11-­‐12.C Comprehension and Collaboration Evaluating Information Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task. Adapt speech to a variety of contexts and tasks. Not applicable. CC.1.5-­‐11-­‐12.D Comprehension and Collaboration Purpose, Audience, and Task CC.1.5.11-­‐12.E Presentation of Knowledge and Ideas Context CC.1.5.11-­‐12.F Integration of Knowledge and Ideas Multimedia Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence. Collaborative group teachings of non-­‐fiction and fiction literature from the textbook and supplementary resources. CC.1.5.11-­‐12.G Conventions of Standard English Demonstrate command of the conventions of standard English when speaking based on grade 11-­‐12 level and content. Classroom discussions and presentations about non-­‐fiction and fiction literature form the textbook and supplementary resources. Collaborative groups present information to teach the class non-­‐
fiction and fiction literature from the textbook and supplementary resources. Formative assessments of students’ comprehension and analysis of non-­‐fiction and fiction literature from the textbook and supplementary resources through graded classroom discussion. Board Approved: 06/06/13 American Literature Honors 3/7/13