2015-16 Manhattan-Ogden USD 383 ELA Year at a Glance—Grade 11
Welcome to the curriculum design maps for Manhattan-Ogden USD 383, striving to produce
learners who are:






Effective Communicators who clearly express ideas and effectively communicate with diverse audiences,
Complex Thinkers who identify, access, integrate, and use available resources,
Collaborative Workers who use effective leadership and group skills to develop positive relationships within diverse settings,
Community Contributors who use time, energies and talents to improve the welfare of others,
Self-Directed Learners who create a positive vision for their future, set priorities and assume responsibility for their actions, and
Quality Producers who create intellectual, artistic and practical products which reflect high standards. Click here for more.
“If you cannot write well, you cannot think well; and if you cannot think well, others will do your thinking for you.” George Orwell
Overview of English Language Arts
Teams of teachers and administrators comprised the pK-12+ Vertical Alignment Team to draft the maps below. The standards attached to each unit are from the
Kansas College and Career Ready Standards (KCCRS) for English Language Arts, adopted in 2010, and can be found at:
http://community.ksde.org/LinkClick.aspx?fileticket=tzz1aDOC0v8%3d&tabid=5559&mid=13575. To meet these standards, teachers use the curriculum,
resources, assessments and supplemental instructional interventions.
Moreover, the English Language Arts program is guided by the following Essential Questions that are addressed at each grade level:






Why does language matter?
Why do we read?
Why do the rules of language matter?
Why is it important to speak well and listen well?
Why do we write?
How do English Language Arts promote critical thought and communication?
“The answers you get from literature depend upon the questions we pose.” Margaret Atwood
1
Unit/Chapter
Description
Unit 1:
Storytelling:
Native American
Oral Traditions
and American
Legends
Students will
study the
purpose of
stories, beyond
reading for
entertainment,
by reading texts
of Native
American myths
and legends as
well as early
American
legends
KCCRS Emphasized in Unit
Reading
LA.11.RL.1/LA.11.RI.1: 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.
LA.11.RL.4/LA.11.RI.4: 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.; analyze how an author
uses and refines the meaning of a key
term or terms over the course of a
text.
LA.11.RL.6/LA.11.RI.6: Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what is
really meant (e.g., satire, sarcasm,
irony, or understatement); 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.
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
Suggestions:
archetype
What is the purpose of
storytelling?
The Sky Tree
What is the relationship
between fiction and
truth?
Coyote Finishes His Work
How do stories from the
past relate to me?
Pecos Bill
The Blackfeet Genesis
The students
will write a
myth
to
explain a moral
lesson
or
natural
phenomenon.
Babe the Blue Ox
Paul Bunyon
Casey Jones
2
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
Writing
LA.W.11.4: Produce clear and
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.
LA.W.11.5: Producing clear ideas as a
writer involves selecting appropriate
style and structure for an audience
and is strengthened through revision
and technology.LA.W.11.9: Draw
evidence from literary or
informational texts to support
analysis, reflection, and research.
Unit/Chapter
Description
Unit 2:
The American
Narrative
Students will
study the
personal
KCCRS Emphasized in Unit
Reading
LA.11.RL.2/LA.11.RI.2: 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
Vocabulary
Introduced in Grade
Level Unit
narrative text
Essential Questions
What can we learn
about ourselves from
the personal narrative
of others?
Suggestions:
La Relacion
Of Plymouth Plantation
How is a personal
narrative different from
Narrative of the Captivity
Students will
keep a
personal
journal for
each day of the
unit. At the
end of the unit,
3
Unit/Chapter
Description
narratives of
early explorers
and settlers of
North America.
They will explore
the texts to
understand the
struggles and
conflicts of life
to begin a new
nation.
KCCRS Emphasized in Unit
complex account or analysis; provide
an objective summary of the text.
LA.11.RL.3/LA.11.RI.3: 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).; 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.
LA.11.RL.4/LA.11.RI.4: 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.; analyze how an author
uses and refines the meaning of a key
term or terms over the course of a
text.
LA.11.RL.6/LA.11.RI.6: Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what is
really meant (e.g., satire, sarcasm,
irony, or understatement); Determine
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
fictional stories?
The Interesting Narrative of the
Life of Olaudah Equiano
Assessments
(note if optional)
students will
use their
journals to
write a
personal
narrative.
4
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
Texts to be read
(Informational and
Literature-based)
Assessments
(note if
optional)
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
Writing
LA.11.W.4: Produce clear and
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.
LA.11.W.5: Producing clear ideas as a
writer involves selecting appropriate
style and structure for an audience
and is strengthened through revision
and technology.
Unit/Chapter
Description
Unit 3:
Puritan Texts
and Witch
Hunts
Students will
research and
study Puritan
texts to gain an
KCCRS Emphasized in Unit
Reading
LA.11.RL.9/LA.11.RI.9: Demonstrate
knowledge of eighteenth-,
nineteenth-, and early-twentiethcentury foundational works of
American literature, including how
two or more texts from the same
period treat similar themes or topics.
Vocabulary
Introduced in Grade
Level Unit
allusion
Essential Questions
Which is more
important: the
individual or the
community?
In what way is literature
used as a commentary
about society?
Suggestions:
Here Follow Some Verses upon
the Burning of Our House,
July10, 1666
Sinners in the Hands of an
Angry God
Students will
be able to
choose from
projects that
include an
essay, art
work, poetry,
graphic design,
original
5
Unit/Chapter
Description
understanding
of how beliefs
can lead people
to fear and
persecute those
who believe
differently from
them. This unit
will use texts
from the early
Puritans and
modern texts
from the Cold
War period of
American
history.
KCCRS Emphasized in Unit
Analyze seventeenth-, eighteenth-,
and nineteenth-century foundational
U.S. documents of historical and
literary significance for their themes,
purposes, and rhetorical features.
LA.11.RI.8: Delineate and evaluate
the reasoning in seminal U.S. texts,
including the application of
constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme
Court majority opinions and dissents)
and the premises, purposes, and
arguments in works of public
advocacy (e.g., The Federalist,
presidential addresses)
LA.11.RL.6/LA.11.RI.6: Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what is
really meant (e.g., satire, sarcasm,
irony, or understatement); 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.
Writing
LA.W.11.4: Produce clear and
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
The Crucible
Assessments
(note if optional)
music/song
composition,
and a modern
interpretation
of the play, The
Crucible.
6
Unit/Chapter
Description
KCCRS Emphasized in Unit
Unit 4:
Reading
The Founding of
AmericaPersuasion
LA.11.RI.8: Delineate and evaluate
the reasoning in seminal U.S. texts,
including the application of
constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme
Court majority opinions and dissents)
and the premises, purposes, and
arguments in works of public
advocacy (e.g., The Federalist,
presidential addresses)
LA.11.RL.9/LA.11.RI.9: Demonstrate
knowledge of eighteenth-,
nineteenth-, and early-twentiethcentury foundational works of
American literature, including how
two or more texts from the same
period treat similar themes or topics;
Analyze seventeenth-, eighteenth-,
and nineteenth-century foundational
U.S. documents of historical and
literary significance for their themes,
purposes, and rhetorical features.
In this unit,
students will use
a variety of texts
and speeches to
develop an
understanding
of the art of
persuasion
Vocabulary
Introduced in Grade
Level Unit
Review:
ethos
pathos
logos
expository text
Essential Questions
Texts to be read
(Informational and
Literature-based)
In what ways can
writers communicate
their ideas on a specific
topic?
Suggestions:
What makes any writing
worth reading?
The Crisis, No. 1
What are the purposes
of writing?
How can your voice
make a difference in
your community and
world?
Speech to the Virginia
Convention
Assessments
(note if optional)
Students will
write a
persuasive
essay over a
topic of their
choice.
The Declaration of
Independence
Declaration of Sentiments of
the Seneca Falls woman’s
Rights Convention
How can persuasive
pieces serve as a vehicle
for social change?
.
Writing
LA.1.W.1: Write arguments to
support claims in an analysis of
substantive topics or texts, using valid
reasoning and relevant and sufficient
evidence.
7
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
(a) Introduce precise, knowledgeable
claims, establish the significance of
the claims, distinguish the claims
from alternate or opposing claims,
and create an organization that
logically sequences claims,
counterclaims, reasons, and evidence
(b) Develop claims 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 varied syntax to link the major
sections of the text, create cohesion,
and clarify the relationships between
claims and reasons, between reasons
and evidence, and between claims
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 form and
supports the argument presented.
8
Unit/Chapter
Description
KCCRS Emphasized in Unit
Unit 5:
Reading
American
Romanticism
In this unit,
students will
study the
transcendentalis
t and Romantic
writers to
understand
conflict in
stories.
Vocabulary
Introduced in Grade
Level Unit
elements of plot
LA.11.RL.4/LA.11.RI.4: Determine the genre
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.; analyze how an author
uses and refines the meaning of a key
term or terms over the course of a
text.
LA.11.RL.1/LA.11.RI.1: 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.
LA.11.RL.2/LA.11.RI.2: 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 or analysis; provide an
objective summary of the text.
LA.11.RL.3/LA.11.RI.3: Analyze the
impact of the author’s choices
regarding how to develop and relate
Essential Questions
Texts to be read (Informational
and Literature-based)
What obstacles exist
between a self-reliant
life and conformity?
Suggestions:
What are the
responsibilities of
individuals within a
society and why do
those responsibilities
exist?
Self-Reliance
How does the
romantics’ view of
individualism relate to
other themes in
American literature?
Nature
Walden, or Life in the Woods
Resistance to Civil Government
The Devil and Tom Walker
The Minister’s Black Veil
The Fall of the House of Usher
The Pit and the Pendulum
The Raven
Assessments
(note if optional)
Students will
create a class
newspaper in
which each
student will be
responsible for
two articles
based on the
texts from this
unit. The
articles must
include the
conflict faced
by the
character in
the story and
the resolution
of the conflict.
9
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
elements of a story or drama (e.g.,
where the story is set, how the action
is ordered, how the characters are
introduced and developed.); 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.
Writing
LA.W.11.2: Write
informative/explanatory texts to
examine and convey complex ideas,
concepts and information clearly and
accurately through the effective
selection, organization and analysis of
content.
(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, 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
10
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
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, domainspecific 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.
LA.W.11.4: Produce clear and
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.
LA.W.11.5: Producing clear ideas as a
writer involves selecting appropriate
style and structure for an audience
and is strengthened through revision
and technology.
11
Unit/Chapter
Description
Unit 6:
The Short Story
Students will
study the
difference
between a novel
and a short
story.
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Essential Questions
Texts to be read
(Informational and
Literature-based)
Assessments
(note if optional)
Speaking/Listening
LA.11.SL.4: Present information,
findings, and supporting evidence,
conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style
are appropriate to purpose, audience,
and a range of formal and informal
tasks.
LA.11.SL.5: 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.
characters: round, flat, Why is irony such a
successful technique in
static, dynamic
short stories?
How do fiction writers
keep readers
interested?
Suggestions:
An Occurrence at Owl Creek
Bridge
The Outcasts of Poker Flat
The Story of an Hour
Students will
work in groups
to change a
short
story
into a script
and film their
story.
A Rose for Emily
To Build a Fire
Soldier’s Home
The Jilting of Granny
Weatherall
12
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Reading
Unit 7
Major Work of
Literature:
The Great
Gatsby
Students will
read and
analyze the
novel, The Great
Gatsby, for
elements of
literature and
the relation of
literature to
their lives and
society.
Review:
L.A.11.RL.10/LA.11.RI.10: By the end
of grade 11, read and comprehend
literature, including stories, dramas,
and poems,/literary nonfiction in the
grade 11 text complexity band
proficiently, with scaffolding as
needed as the high end of the range.
Writing
LA.11.W.2: Write
informative/explanatory texts to
examine and convey complex ideas,
concepts and information clearly and
accurately through the effective
selection, organization and analysis of
content.
(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, 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
character
protagonist
antagonist
elements of plot
figurative language
irony
Essential Questions
Texts to be read (Informational
and Literature-based)
The Great Gatsby
How does the historical
context of when a text
was written, or the
historical setting of the
narrative, affect current
reader’s interpretations?
What is it to be
successful in America?
How do class, gender,
race, and culture
determine our
relationship?
Assessments
(note if optional)
In a formal
essay,
students will
write
a
character
analysis of one
of the main
characters of
the story.
symbol
theme
tragic flaw
In what ways does the
American Dream mean
different things for
different people?
Can fiction reveal truth?
Should a story teach you
something?
13
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, domainspecific 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.
14
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Reading
Unit 8
The Graphic
Novel
In this unit,
students will
study the
Holocaust
through the
reading of a
graphic novel.
propaganda
LA.11.RL.2/LA.11.RI.2: 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 or analysis; provide
an objective summary of the text.
LA.11.RL.3/LA.11.RI.3: 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).; 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.
LA.11.RL.4/LA.11.RI.4: 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.; analyze how an author
Essential Questions
Texts to be read (Informational
and Literature-based)
What is the relationship
between the past and
the present?
Suggestions:
How do the effects of
past events impact the
lives of those who did
not experience them?
General Patton’s Speech to His
Third Army
How does one read and
interpret a graphic
novel?
How do authors use
images to reveal
themes?
In what ways does
propaganda influence
people’s opinions?
How does interaction
with text provoke
thinking and response?
Maus
The Oath to Adolf Hitler
Assessments
(note if optional)
Reading
guides
for
each chapter.
Students will
interview an
older
adult
and turn the
interview into
either
a
written story
or a graphic
story.
Students will
write
a
narrative text
from
the
interview
responses and
an
abstract
explain
the
literary
elements used
15
uses and refines the meaning of a key
term or terms over the course of a
text.
LA.11.RL.6/LA.11.RI.6: Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what is
really meant (e.g., satire, sarcasm,
irony, or understatement); 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.
Writing
to create the
story.
Students will
study two
speeches from
WWII and
compare and
contrast the
speeches in a
short essay.
LA.11.W.7: Conduct short as well as
more sustained research projects to
answer a question (including a selfgenerated 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.
LA.11.W.8: 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
16
standard format for citation.
LA.11.W.9: Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
Apply grades 11–12 Reading
standards to literature (e.g.,
“Demonstrate knowledge of
eighteenth-, nineteenth- and earlytwentieth-century foundational works
of American literature, including how
two or more texts from the same
period treat similar themes or
topics”).
Apply grades 11–12 Reading
standards to literary nonfiction (e.g.,
“Delineate and evaluate the
reasoning in seminal U.S. texts,
including the application of
constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme
Court Case majority opinions and
dissents] and the premises, purposes,
and arguments in works of public
advocacy [e.g., The Federalist,
presidential addresses]”).
LA.11.W.10.: 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 tasks,
purposes
17
Unit/Chapter
Description
KCCRS Emphasized in Unit
Vocabulary
Introduced in Grade
Level Unit
Reading
Unit 9
Contemporary
Literature
In this unit,
students will
study a novel by
a contemporary
American
author.
parallel episode
LA.11.RL.2/LA.11.RI.2: 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 or analysis; provide
an objective summary of the text.
LA.11.RL.3/LA.11.RI.3: 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).; 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.
Essential Questions
How can we use our
experiences or
memories as material
for our writing?
How can we use our
writing to help us better
understand the world?
How can we use our
knowledge of genre,
character, structure,
setting, plot, conflict to
reach our readers?
Texts to be read (Informational
and Literature-based)
Assessments
(note if optional)
Suggestions:
The Lone Ranger and Tonto
Fistfight in Heaven
Students will
write a
creative
expository
essay using
the elements
of literature to
tell a personal
story or
describe in
detail an item
or event.
How do we express
ourselves in a creative
and original way?
18
LA.11.RL.4/LA.11.RI.4: 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.; analyze how an author
uses and refines the meaning of a key
term or terms over the course of a
text.
LA.11.RL.6/LA.11.RI.6: Analyze a case
in which grasping point of view
requires distinguishing what is
directly stated in a text from what is
really meant (e.g., satire, sarcasm,
irony, or understatement); 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
Writing
LA.11.W.4: Produce clear and
coherent writing in which the
development, organization, and style
are appropriate to task, purpose, and
audience.
LA.11.W.5: Producing clear ideas as a
writer involves selecting appropriate
style and structure for an audience
and is strengthened through revision
and technology.
19
Language
Unit 10:
Contemporary
Poetry
Students will
analyze the
elements of
poetry to
determine
meaning by
looking at the
various styles of
poetry and how
it has evolved
over time.
LA.11.L.5: Demonstrate
understanding of figurative language,
word relationships, and nuances in
word meanings.
LA.11.L.6: 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.
Speaking and Listening
LA.11.SL.4: Present information,
findings, and supporting evidence,
conveying a clear and distinct
perspective, such that listeners can
follow the line of reasoning,
alternative or opposing perspectives
are addressed, and the organization,
development, substance, and style
are appropriate to purpose, audience,
and a range of formal and informal
tasks.
LA.11.SL.5: 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.
haiku
blank Verse
free Verse
performance poetry
end rhyme
iambic pentameter
quatrain
trochee
metrical foot
spondee
Why is imagery and
symbolism as a
poetic/literary device
important to the
understanding/appreciat
ion of poetry?
How can one utilize life
experiences as a
foundation for creative
and expressive thinking?
Suggestions:
Various poems from classic to
contemporary poets
Students will
write and
perform a
poem in one
or more of the
forms studied
in this unit.
How does the use of
voice empower an
individual?
How do words create
visual images and
meaning for the reader?
dactyl
slant rhyme
20
21