English Eleven Syllabus
Certificated Teacher:
Date: 2012-13
Desired Results
Course Title/Grade Level: English 11 A and B
Credit: ____ one semester (.5)
__x__ two semesters (1)
Estimate of hours per week engaged in learning activities
5 hours of class work per week.
Prerequisites and/or recommended preparation:
Students should have completed English I (9 A and B) and II (10 A and B) successfully.
Instructional Materials:
All learning activity resources and folders are contained within the student online course.
Online course is accessed via login and password assigned by student’s school (web account) or
emailed directly to student upon enrollment, with the login website address.
Online readings and activities :
Web Quests
United Streaming Online Video Library
Interactivities and other materials: www.sasinschool.com
Online texts include poems by Anne Bradstreet, excerpt from William Bradford, an article by
Arthur Miller, readings from Thomas Jefferson, Patrick Henry, Ben Franklin, Thomas Paine,
Ralph Waldo Emerson, Henry David Thoreau, Edgar Allan Poe, Nathaniel Hawthorne, Frederick
Douglass, Emily Dickinson, F. Scott Fitzgerald, and John Steinbeck.
Other required texts that the student should locate include the movie or the play The Crucible and
the movie or the book The Grapes of Wrath. Additional lessons are accessed via the SAS
InSchools web site.
Course Overview:
Socrates said the unexamined life is not worth living. All artists, whether journalists, essayists,
fiction writers, photographers, etc., examine life through their art, posing and exploring questions
about the nature of a worth-while life, the individual's role within society, and the importance of
idealism and dreams. The purpose of this course is to help students write effectively and
confidently, read critically, think analytically, and communicate clearly. Because our students live
in a highly visual world, we also will study the rhetoric of visual media such as photographs, films,
advertisements, comic strips, and music videos. Students will experience narrative, expository,
and persuasive writing modes; additionally, all students will be expected to become conversant in
the Modern Language Association's research citation standards.
Enduring Understandings (phrased as essential questions) for Course:
The Worthy Life--What is a worthy life as defined by the artist? As defined by the protagonist?
The reader?
Individual vs. Society--How can the individual (artist, protagonist, or reader) define and live a
worthy life despite conflicts with society?
Enduring American Values --How do American values impede or enable the individual's pursuit of
a worthy life?
Establish Goals:
The state GLEs are set only through 9/10 grades; however, the course goals were set after careful review of
the state's HEC board standards, as well as the national College Board standards. The course goals are as
follows:
th
This 11 grade English course includes 9 thematic units and their corresponding enduring
understandings and essential questions. The questions provide students with a personal
connection and a rich foundation for reading and writing in narrative, expository, and persuasive
modes.
Enduring Understandings guiding our course-long reading and writing choices are as follows:
Power of language: A controlled and powerful writer or speaker can stir others to action
with the right combination of words.
Responsibility of the scholar: Controlled and clear reading and writing happens by
design, not chance.
Writing and Reading expectations:
Students will be expected to develop the following in their writing:*
♦ a wide-ranging vocabulary used appropriately and effectively;
♦ a variety of sentence structures, including appropriate use of subordination and coordination;
♦ logical organization, enhanced by specific techniques to increase coherence, such as
repetition, transitions, and emphasis;
♦ a balance of generalization and specific illustrative detail; and
♦ effective use of rhetoric including controlling tone, establishing and maintaining voice, and
achieving appropriate emphasis through diction and sentence structure.
Reading selections from both non-fiction and fiction genres provide variety, challenge, and rigor.
Our analysis of the rhetorical choices made by the writer will guide class consideration of all
fiction and non-fiction. For each reading assignment students must identify most or all the
following (varies by piece): *
♦ Thesis or Claim
♦ Purpose
♦ Audience and Occasion
♦ Evidence or Data
♦ Appeals: Logos, Ethos, Pathos
♦ Assumptions or Warrants
♦ Style (how the author communicates his message: rhetorical mode, rhetorical devices
always including diction and syntax)
Understandings:
Essential Questions:
What will students understand (about what big ideas) as a result
of the unit? “Students will understand . . . ”
What arguable, recurring, and thought provoking
questions will guide inquiry and point toward the big
ideas of the unit?
1. Americans' beliefs about what constitutes a
worth-while life have altered across time
and culture.
2. While societal and individual needs exist in
tension with each other, every American
age has had voices who speak to the beliefs
and values of the time.
3.
Controlled and clear reading and writing
happens by design, not chance
4. A controlled and powerful writer or speaker
1. The Worthy Life--What is a worthy life
as defined by the artist? As defined by
the protagonist? The reader?
2a. Individual vs. Society--How can the
individual (artist, protagonist, or reader)
define and live a worthy life despite
conflicts with society?
2b. Enduring American Values --How do
American values impede or enable the
individual's pursuit of a worthy life?
3. Responsibility of the scholarly reader
and writer: To what extent do we control a
can stir others to action with the right
combination of words.
clear and meaningful reading experience
or the ability to write powerfully? Are
there writing and reading 'moves' that
result in greater success?
4. Power of language: To what extent
does language have the power to move or
stir others to action?
Students will know
How to identify and create a strong and meaningful:
♦ Thesis or Claim
♦ Purpose
♦ Audience and Occasion
♦ Evidence or Data
♦ Appeals: Logos, Ethos, Pathos
♦ Assumptions or Warrants
♦ Style (how the author communicates his message: rhetorical mode, rhetorical devices
always including diction and syntax)
Students will be able to:
♦
♦
♦
♦
♦
♦
Choose words in their writing appropriately and effectively;
Learn to write and recognize a variety of sentence structures;
Create logical organization in writing;
Choose a balance of generalization and specific illustrative detail; and
Identify and utilize resources of language including tone, voice, and diction.
Write Analytically, Argumentatively, and Synthetically, while exploring a variety of writing
modes.
Evidence of Assessment
What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and
skill attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented
as needed by prompted work, quizzes, observations, etc.]
Performance Tasks:
Unit One: Formal Writing: Researched Argument (Synthesis)
Prompt: Do the Puritan values have any impact on American society/your life today?
Students will research primary source documents, historic information, etc., and write an
argument which develops a stance on the topic above.
Unit Two: On-demand writing: (Analysis) of an Argument. After being guided through
analysis of several pieces from the revolutionary period, students will write a short, multiparagraph analysis of a modern piece of rhetoric.
(Argument) Students will create their own argument using the canons of rhetoric.
Arguments may be offered in a variety of written and/or multi-media formats.
Unit Three: Writing: Personal Narrative/Essay. (Expository, Narrative) After studying
both the dark and bright Romantics, students will complete a personal piece of writing
discussing both the impact and evidence of one of the two life philosophies on his/her
own life.
(Synthesis and Expository) Students will identify an audience of choice and use their
research to create a magazine spread targeted to that audience, explaining the
Transcendental movement.
Unit Four: Writing: Comparison / Contrast (Analysis). After examining and responding to
multiple stories of Hawthorne and Poe, students will write an on-demand essay
comparing and contrasting an excerpt of a Poe story to an excerpt of a Hawthorne story.
Literary and rhetorical elements examined in the reading of the above stories will be the
evidence to back the student's stance.
Unit Five: Informal Writing: Final comparison/contrast project--modern media and visual
Unit Six: Writing: Comparison / Contrast (Analysis and Synthesis). Students will
complete the analysis of a series of poems by Whitman and Dickinson, culminating in an
exploration of both poet's use of the spider as a symbol within their poetry. Using a
series of critical excerpts to back their thesis, students will compare and contrast 'A
Noiseless, Patient Spider' (Whitman) with 'A Spider sewed at Night' (Dickinson)
Unit Seven: Researched Critical Argument): (Synthesis and Research) Students will use
skills used in the last unit to locate and synthesize at least three secondary sources to
write a formal research paper commenting on Crane's novelette, 'Maggie: A Girl of the
Streets.'
Unit Eight: (Analysis) Students will write a series of discussion boards and essay
responses throughout their reading of 'The Great Gatsby,' to culminate in a reflection on
Fitzgerald's overall thematic intent in the book.
(Creative, Research, and Expository) After researching the life of Hemingway and
reading his short story, 'The Short Happy Life of Francis Macomber,' students will create
a mock interview with Hemingway.
Unit Nine: (Argument) Students will identify a 'vintage' theme from 'The Grapes of Wrath'
which they feel echoes and issue of today. After reading an editorial on this issue,
students will create their own 'letter to the editor' persuading to their point of view.
Other Evidence (self-assessments, observations, work samples, quizzes, tests and so on):
Reading notes from online sources
Online multimedia lessons
Journal entries
Expository, persuasive, and narrative summative writing assignments
Variety of assessments to gauge student understanding and focus study
Interactivities accessed through the www.sasinschool.com portal
Research skills/MLA style
Discussions for each unit to occur online/student participation required
Vocabulary and grammar mini-lessons within each unit
Types of Learning Activities
Direct Instruction
Indirect
Instruction
Experiential
Learning
Independent Study
Interactive
Instruction
__x__Structured
_x___Problem-based
___Case Studies
_x___Inquiry
_x___Reflective
Practice
__x__Project
__x__Paper
____Concept
Mapping
____Other (List)
__x__ Virt. Field
_x__Essays
___Self-paced
computer
__x__Journals
____Learning Logs
____Reports
____Directed Study
__x__Research
Projects
____Other (List)
__x__Discussion
____Debates
_x__Role Playing
____Panels
____Peer Partner
Learning
Overview
__x__Mini
presentation
__x__Drill & Practice
____Demonstrations
____Other (List)
Trip
____Experiments
____Simulations
____Games
____Field
Observ.
_x__Role-playing
____Model Bldg.
____Surveys
____Project team
____Laboratory Groups
____Think, Pair, Share
____Cooperative
____Other (List)
Learning
____Tutorial Groups
____Interviewing
__x__Conferencing
____Other (List)
Learning Activities:
st
1 Semester English 11 Learning Activities
Documenting our beginnings:
1.
Origination of America: Writing of the 1600s
Essential Questions:
The enduring American dream: What is the American dream? What was it for the Puritans? Does the Puritan
conception of the dream have any impact on American society/your life today?
Viewing: In this unit, students will view and write a series of short responses to a movie reflecting unit
themes.
Readings: (Designed to explore the Puritan tradition, as well as others)
William Bradford
http://etext.virginia.edu/users/deetz/Plymouth/bradford.html
Anne Bradstreet
To My Dear and Loving Husband http://www.vcu.edu/engweb/webtexts/Bradstreet/bradhyp.htm
The Author to Her Book
Upon the Burning of Our House http://rpo.library.utoronto.ca/poem/218.html
Sarah Kemble Knight (no text yet)
http://historymatters.gmu.edu/d/6524/
http://www.learner.org/amerpass/unit03/authors-3.html
Edward Taylor
Upon a wasp chilled with cold
http://www.poemhunter.com/poem/upon-a-wasp-chilled-with-cold/
Annenberg Foundation for others
Lesson No.
Activity Name
Unit Introduction
Introduce self on
Discussion Board
Puritan
Terminology Power
Point
1.01
Student
Approximate time
Activity/points
possible
Three paragraphs/10 30 minutes
points
Take handwritten or 60 minutes
typewritten Cornell
notes. For this first
assignment, extra time is built
in for student to read the
Cornell notes informative
folder/3
1.02
Bradford and
Bradstreet readings
1.03
United Streaming
points
Cornell notes
120 minutes
(modeling provided)
Submitted
View movie and
30 minutes--
Date Compl
personal notes (not
submitted--but
available for use on
quiz)
Matching and Multi
Choice quiz
One try--notes ok
BUT IT IS TIMED
AT MINUTES TO
DETERMINE
LEVEL OF
RECALL
T Chart
Submitted
1.04
Quiz
1.05
Read "Why I . . ."
UStream clip on
trials
1.06.1
Write a letter to an
imaginary grandchild of
an executed witch.
Writing in multiple
modes
Examine the logic and
arguments of Cotton
Mather's account of trial
testimony and write a
short analysis.
Letter, analysis,
discussion
1.06.2
1.07
Lecture
1.08
1.09
1.09
Movie analysis-mood, tone, theme,
characterization
Descriptive writing
Web research
Outline and 1st draft
1.09
1.10
1.11
Final draft
Unit Final
Interactivity
Rabinowitz review
Watch movie
Listen
Read and reflect in
writing
Analysis writing re:
movie scenes
Descriptive writing
re: art piece
Note-taking
Formal research and
writing (pre-write,
draft)
Revision and editing
Short answer/essay
Examine colony to
country transition
Write analysis
10 minutes viewing
20 minutes for notes
30 minutes TIMED
45 minutes article
45 minutes clip
30 minutes T chart
180 minutes
15 minutes
20 minutes
Rabinowitz
120 movie
60 minutes review
and writing
150 minutes
100 minutes
120 minutes
100 minutes
90 minutes TIMED
120 minutes
Approximately a twenty five to thirty hour unit *Times above are approximations
Revolution and Rationalism:
2. The rhetoric of the 1700s
Essential Questions:
A worthy life: What moral values are dearest to you? What values or ideals would you stand up, or even die,
for?
Society vs. the individual: Is it possible for the individual to control and manipulate society? What is the
responsibility of the individual to exercise this power responsibly? To what extent can the powerful expression of
ideals lead people to forgo their safety, liberty, and even their lives for the perpetuation of those ideals?
The enduring American dream: How are moral integrity, human dignity, and spiritual freedom connected to the
American dream, both at the time of the Revolution and now?
Viewing: a dramatization of Patrick Henry's speech/modern reading of the Declaration
Reading:
Ben Franklin
Autobiography http://books.eserver.org/nonfiction/franklin/
Thomas Paine
The Crisis http://www.ushistory.org/paine/crisis/index.htm
Thomas Jefferson
http://www.ushistory.org/declaration/document/index.htm
Patrick Henry
http://www.law.ou.edu/ushistory/henry.shtml
Lesson No.
Activity Name
2.01.1
Rhetorical Devices
Handout and test—
Be SURE to review
the terms and work
to understand/think
of your own
examples BEFORE
starting test.
Read Patrick
No points
Henry’s speech to
the Virginia
Convention and loo
at my example
Cornell notes
Create your own
30 points
Cornell notes
commenting on
rhetorical devices
and their impact.
Revised Lecture—
10 points
listen to my ‘messed
up lecture’ and open
my project file to
cut and paste my
2.01.2
2.01.3
2.02
Student
Activity/points
possible
72 points
Approximate time
120 minutes
30 minutes
60 minutes
30 minutes
Date Compl
2.03
2.04.1
2.04.2
2.05.1
2.05.2
2.06
2.07
2.08.1
2.08.2
2.09
2.10
voice to fix the
lecture
Ben Franklin video
Discussion board
Rhetoric Review
Guided notes
Franklin Cornell
notes
Declaration Cornell
Notes
Expository paper—
Thomas Jefferson
and the Declaration
Personal
Declaration of
Independence and
Discussion Board
posting/comment
The Crisis Cornell
Notes
Modern day
rhetoric—analysis
of visual
Modern Day
rhetoric choice
Final Test
Final Persuasive
Project
No points but info
will be used in
discussion board
assignment also
posted in this folder
10 points
28 points
30 minutes
30 points
40 minutes
30 points
40 minutes
48 points total
120 minutes
19 points
60 minutes
30 points
60 minutes
18 points
9 points
60 minutes (extra
time to choose
visual)
30 minutes
75 points
80 points
30 minutes
120 minutes
15 minutes
40 minutes
Approximately a 15 to 20 hour unit *Times above are approximate
To Live Deliberately:
3. Thoreau, Emerson, and Transcendentalism
Essential Questions:
A worthy life: Why should we march to the beat of our own drummer, listening "to the music which [we] hear,
however measured or far away'? To what extent do you believe the statement: "Whosoever would be a man,
must be a non-conformist"? What is the "un-hatched abundance" and the wing'd life not visible" in you?
Society vs. the individual: When is it important to obey society's laws? When is it important to "let your life be
counter-friction to stop the machine"?
American values: Simplicity: What does it mean to "fritter [your] life away by detail"? Why should we "simplify,
simplify, simplify"? Romanticism/nature: Why is it that "in the woods, we return to reason and faith"? Does
"nature always wear the colors of the spirit"?
Viewing: Documentary on Walden Pond and Thoreau's life.
Readings:
Walden excerpts--Thoreau
http://www.vcu.edu/engweb/webtexts/
Nature and Self Reliance--Emerson
http://www.vcu.edu/engweb/webtexts/
Lesson No.
Activity Name
3.01
Introductory notes-Transcendentalism
3.02.
A SAS activity
including a Focus,
Explore, and
Respond component
3.03.1
Student
Activity/points
possible
No points but notes
will be needed for
unit final writing
assignment. Please
retain.
51 points total:
Approximate time
20 minutes
120 minutes
Please note that the first
two activities are lower
point values—but what
you will review in the
first two activities will
find application in the
45 point final Respond.
Introductory Notes
on Henry David
Thoreau,
Transcendentalism,
and Walden Pond
Taking Thoreau’s
ideas to heart
Discussion Board
30 points
30 minutes
20 points
3.04.1
Self Reliance
Cornell Notes
30 points
3.04.2
53 points
3.05
Transcendental
Treasure Map
Final essay on
Transcendental Big
ideas
20 minutes to
write—but a day of
“work” PRIOR to
writing. Please read
instructions!
60 to 120 minutes
depending on
reading
120 mintues
45 points
60 minutes—please
note that the
students who take
their time, do some
pre-writing and
planning, and do
not rush through the
essay tend to do far
better!
3.06
Final Magazine /
45 points
120 minutes
3.03.2
Date Compl
10 hour unit
Audience project on
Transcendental
Thinkers-*Times above are
approximate
Romanticism and the 1800s: Nature of man: Bright or Dark?
4. Guilt, Revenge, Judgment, and Truth: Hawthorne and Poe
Essential Questions:
Choice, consequence, and a worthy life: To what extent do emotions such as guilt play a role in the choices you
make about your life? Do you believe your choices define who you become? Do others have a right to judge
your choices?
Society vs. the individual: When is it important to stand up for your own truths and beliefs, even if it disrupts
society? Can an individual survive in isolation, or must he or she maintain a societal connection?
Society vs. the individual: Is it possible for the individual to control and manipulate society? What is the
responsibility of the individual to resist becoming a victim of societal evils?
Viewing: A dramatization of one of Poe or Hawthorne's short stories.
Reading:
Selected Hawthorne short stories, to include:
Rappaccini's Daughter http://www.shsu.edu/~eng_wpf/authors/Hawthorne/Rappaccini.htm
Dr. Heiddegger
http://etext.virginia.edu/etcbin/toccernew2?id=HawHeid.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=publ
ic&part=1&division=div1
Fall of the House of Usher
http://www.eapoe.org/works/tales/usherf.htm
The Masque of the Red Death
http://www.poestories.com/text.php?file=masque
Cask of Amontillado
http://www.eapoe.org/works/tales/usherf.htm
Lesson No.
Activity Name
4.01
Opening Lecture
Notes
Hawthorne Web
lesson questions
Great Books Notes
4.02
4.03
4.04
4.05
4.06
4.07
Student
Activity/points
possible
3 points—will be
needed later in unit
30 points
Approximate time
3 points—will be
needed later in unit
45 points
45 minutes
Short Stories
Comparison/Contrast
paper
Notes: Edgar Allan
30 points
Poe
Tell Tale Heart
30 points
Respond assignment
Edgar Allan Poe
30 points
short story Cornell
Notes
15 minutes
60 minutes
Up to 3 hours for
reading and writing
time
30 minutes
60 minutes
Varies based on
story selection—
around two hours
Date Compl
4.08
4.09
Melville Notes
Bartleby the
Scrivener Reading
and Notes
Unit four essay final
15 points
30 points
30 minutes
Two or more hours
depending on
reading
4.10
90 points
Plan on at least an
hour to read and
view the two stories
(one by Hawthorne
and one by Poe) –
possibly two-before launching the
test to write your
essay. I also
recommend prewriting any
comparisons you
notice.
Approximately a 15 to 20 hour unit *Times above are approximations only
2nd Semester English 11 Learning Activities
Oppression and Emancipation:
5. Primary sources and Narrative of the Life of Frederick Douglass
Essential Questions:
The Worthy Life: What makes up your identity?
Individual vs. Society: Should we always do what society says? When is it important to stand up for our own
beliefs, even if they are counter to society's beliefs?
The American Dream: How are moral integrity, human dignity, and spiritual freedom connected to the American
dream? What has been the cause of departure from these values during the darkest times of our history?
Reading
Narrative of the Life of Frederick Douglass
http://etext.virginia.edu/toc/modeng/public/DouNarr.html
Lesson No.
Activity Name
Student
Activity/points
possible
Approximate time
Student
Expectations quiz
Introductory
discussion board
5.01
Student
Expectations quiz
Introductory
discussion board
Comparison contrast
slave narratives
FD Biography notes
FD Chapter
Questions
15 points
15 minutes
10 points
10-15 minutes
10 points
45 minutes
3 points
51 points
15 minutes
4 hours
*approximation
including reading
time
5.02
5.03
Date Compl
5.04a
5.04b
5.04c
5.05
5.06
FD Discussion
Board Topic One
FD Discussion
Board Topic Two
FD Discussion
Board Topic Three
Frederick Douglass
Close Reading Test
20 points
30 minutes
20 points
30 minutes
20 points
30 minutes
90 points
Poem, Douglass,
and art analysis
45 points
60 minutes
Please take your
time!
2 hours
Approximately a 10-12 hour unit
Poetry of circumference and self:
6. Walt Whitman and Emily Dickinson
Essential Questions:
The Worthy Life--What is a worthy life as defined by Dickinson? By Whitman? To what extent do the visions of
these artists differ?
Individual vs. Society--How can the individual (Whitman, Dickinson, poem's persona, or reader) define and live a
worthy life despite conflicts with society?
Enduring American Values --How do American values impede or enable the individual's pursuit of a worthy life?
Viewing: Voices and Visions excerpt
Reading:
http://www.classroomelectric.org/volume3/belasco-price/
Writing: Comparison / Contrast (Literary Criticism). Students will complete the analysis of a series of
poems by Whitman and Dickinson, culminating in an exploration of both poet's use of the spider as a
symbol within their poetry. Using a series of critical excerpts to back their thesis, students will compare
and contrast 'A Noiseless, Patient Spider' (Whitman) with 'A Spider sewed at Night' (Dickinson)
Lesson No.
Activity Name
Unit Introduction
Introduce self on
Discussion Board
Poetry Terminology
Power Point
6.01
Student
Activity/points
possible
Three paragraphs/10
points
Take handwritten or
typewritten Cornell
notes. For this first
assignment, extra time is built
in for student to read the
Cornell notes informative
folder/3
6.02
Emily Dickinson
lecture
6.03
Poetry Terminology
quiz
Approximate time
30 minutes
60 minutes
(includes
terminology study
time)
points
Guided note-taking
handout
Submitted
True / False and
Fill-in-the-Blank
quiz
60 minutes
30 minutes
Date Compl
One try--NO notes
TIMED
6.04
Modeling--How to
Read 11 question
read a poem
handout
Three paragraph
Review comments
essay
on "There is a
Certain Slant of
Light"
Complete essay
6.05
Use the How to read Add comments to
a poem handout and .xls document and
one of three possible submit. Be sure to
poems to create a
cover all 11
poem analysis like
questions from
the one modeled in
handout.
lesson 6.04.
6.06
Walt Whitman
3 points but will be
Notes
used in final paper
6.07.1,2,3,4,5,6
Spider poem
Read and analyze
activities
poems by Whitman
and Dickinson
6.08.1
Reading responding 40 points
to comments and
analysis of second
90 points
Dickinson poem
6.09.1
Critical Reading / T 9 points
chart/ thesis
3 points
6.09.2
Outline and 1st draft 15 points
plus Works Cited
Formal research and
writing (pre-write,
draft)
6.09.2
Final draft
90 points
Approximately a 17-20 hour unit
90-120 minutes
90 minutes
30 minutes
180 to 240 minutes
120 minutes
60 minutes
120 minutes
60 minutes
Realism and Naturalism:
7. Short Stories of Twain, Harte, and Crane
Essential Questions:
A worthy life: Do we control our life, or does environment dictate our future?
Society vs. the individual: To what extent can an individual who exposes societal flaws incite change? How do
you define racism? To what extent does racism still exist in our democratic society?
The American dream: What makes America, and American heroes and/or icons, unique? Do we also have
unique flaws, or as Twain would put it, 'sins'?
Reading:
Stephen Crane
http://www.wsu.edu/~campbelld/crane/works.htm
Bret Harte
http://www.bartleby.com/310/4/
Mark Twain
http://www.pbs.org/marktwain/learnmore/writings.html
Lesson No.
Activity Name
7.01
Unit seven
Background on the
literary movements
Regionalism,
Realism, and
Naturalism
Regionalism
Characteristics in
context—reading
‘The Luck of
Roaring Camp’
Realism
Characteristics in
context—reading an
excerpt from
Chapter one of ‘The
Adventures of
Huckleberry Finn ‘
Naturalism
Characteristics in
context—reading
‘Maggie: A Girl of
the Streets’
7.02
7.03
7.04
Student
Activity/points
possible
No points
Approximate time
30 points
30-60 minutes
30 points
20-30 minutes
90 points
3.5 hours
Date Compl
10 minutes
Approximately a 5-6 hour unit
The Lost Generation, American Values, and the Death of the Dream
8. Hemingway shorts and Fitzgerald's The Great Gatsby
Essential Questions:
The Worthy Life: What makes up your identity? How can a false vision of that identity drive you to make
destructive decisions? How do our choices both affect and reflect our character?
Individual vs. Society: What does society value that you also value? How do your values differ from society's
values? At what point are you willing to stand up for your values if they are counter to society's?
American Dream: What was the American Dream of the 20s? What is it now? Are they different? Why? How
can chasing a dream to the exclusion of everything else be harmful?
Viewing: Biographical film excerpts
Reading:
The Great Gatsby
http://etext.library.adelaide.edu.au/f/fitzgerald/f_scott/gatsby/
The Short, Happy Life of Francis Macomber
http://www.geocities.com/cyber_explorer99/hemingwaymacomber.html
A Clean, Well-Lighted Place
http://www.cis.vt.edu/modernworld/d/hemingway.html#4
Views on Social Responsibility--"One big soul ever'body's a part of" (24)
\
9. Steinbeck's The Grapes of Wrath (movie) and modern media
Essential Questions:
Worthy Life: To what extent can man create a worthy life alone? How is an individual's best life dependent on
others?
Individual vs. Society: Casy tells Tom about a prisoner whose view of history is that "ever' time they's a little step
fo'ward, she [mankind] may slip back a little, but she never slips clear back
[. . .]" Does society wish to 'step
forward'? Why, then, does it more often 'slip back'?
Viewing: Movie--"The Grapes of Wrath" starring Henry Fonda
Reading: Students will read information on the Dust Bowl era, as well as a series of modern media
excerpts about current events which thematically parallel themes from the movie "The Grapes of Wrath,"
based on the book by John Steinbeck.
Lesson No.
Activity Name
9.00
Great Books film
and notes
Vintage themes—
viewing movie The
Grapes of Wrath
and recording some
thoughts about the
major thematic
ideas and how those
ideas are present
today.
Letter to the
editor—argument
about a
contemporary issue
9.01
9.02
Student
Activity/points
possible
None but keep for
later work
15 points
Approximate time
45 points
One hour
30 minutes
2 to 3 hours
Approximately a 4-5 hour unit
Online, reference, or student-provided texts:
Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave.
Emerson, Ralph Waldo. Self Reliance.
Fitzgerald, F. Scott. The Great Gatsby.
Franklin, Benjamin. Autobiography.
Hawthorne, Nathaniel. Rappiccini's Daughter, Dr. Heiddegger's Experiment.
Henry, Patrick. Speech to the Virginia Convention.
Jefferson, Thomas. The Declaration of Independence.
Date Compl
Paine, Thomas. The Crisis, Number One.
Steinbeck, John. The Grapes of Wrath.
Thoreau, Henry David. Walden.
Adapted from Understanding by Design Template available online and the Understanding by Design: Professional Development Workbook.
References:
Wiggins, G., & McTighe, J. (n.d.). Understanding by Design Exchange. Retrieved November 2, 2004 from http://www.ubdexchange.org/
Wiggins, G., & McTighe, J. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and
Curriculum Development.)