th
American Literature-11 Grade
Unit 4 Syllabus (revised)
Date
1/2
1/3
1/6
1/7
1/8
1/9
1/10
1/13
Items to Complete
A Man Called Horse (movie) with compare and contrast chart
Snow day
Snow day
Snow day
Continue A Man Called Horse
Continue A Man Called Horse
Study Island: Common Core and ACT Prep or Remediation
Study Island: Common Core and ACT Prep or Remediation
1/14
1/15
Objectives
1.
Students will address individual issues of
college preparation or reading remediation
RIT. 11. 1, 2,
3, 4, 5, 6, 7,
8, 9, 10
RL. 11. 1, 2,
3, 4, 5, 6, 7,
9, 10
Unit 4 History pg 460-472 & questions
2.
**Book report on The Adventures of Huckleberry Finn is due
Jan.31st (originally assigned on 12/6)
RIT. 11. 1,
3, 4, 10
3.
Students should be able to locate important
information from non-fiction readings.
Students should be able to begin to
understand the importance of historical
events in the written literature of the time
period.
Choice Readings: Read 2 and answer questions related to the
readings on your own paper. More readings may be completed
on your own for extra credit. Pieces will be tested on the Unit 4
test.
5.
Students should understand and able to apply the
ideas of realistic or naturalistic writing.
Students should be able to understand an author’s
purpose and point out key details to support their
answer.
Students should be able to determine main ideas in
a written piece.
Students should be able to explain how a soldier’s
mood, feelings, and reasoning for fighting changed
throughout the war by using the text for support.
Students should be able to cite specific examples
how the soldiers on both side of the Civil War were
actually more alike than different by using the text
as support.
Students should be able to show their
understanding of the following literary terms:
author’s purpose, author’s message, imagery, and
atmosphere
Students should understand how a refrain helps to
given meaning to a spiritual.
Students should be able to understand the
difference between diaries, journals, and letters
and their importance for their historic details and
facts.
Students should be able to understand what is fact
and what is opinion and for what purpose an
author would use either for.
RIT. 11. 1, 2,
3, 4, 5, 6, 7,
8, 9, 10
1.
2.
3.
4.
An Episode of War and Willie Has Gone Home pg
474-482 & ? pg 482 #1-7
from My Bondage and My Freedom pg 494-502 & ? pg
502 #1-6
From Mary Chesnut’s Civil War pg 536-539 &
Recollections of a Private pg 540-541 & ? pg 541 #1-5
and Swing Low, Sweet Chariot & Go Down, Moses pg
486-490 & ? pg 489 #1-6
A Confederate Account of the Battle of Gettysburg pg
542-543, An Account of the Battle of Bull Run pg 544,
Reaction to the Emancipation Proclamation pg 545546, & An Account of an Experience with
Discrimination pg 547-548 & ? pg 548 #1-7
6.
7.
8.
9.
10.
11.
1/16
1/20
Standards
See Unit 3 Syllabus
Extra Credit Reading: Gulf War Journal from A Woman at War pg
553-558 & ? pg 558 #1-2
Continue Choice Readings
The Blue and The Gray
Complete reading and reading packet; create an ABC book on the
Civil War; take test on readings on the Unit 4 Test
12.
13.
RL. 11. 1, 2,
3, 4, 5, 6, 7,
9, 10
RIT. 11. 1, 2,
3, 4, 5, 6, 7,
8, 9, 10
L. 11. 1, 2, 3,
6
1/21
Continue with The Blue and The Gray
1/22
Continue with The Blue and The Gray
1/23
Continue with The Blue and The Gray
1/24
Read The Gettysburg Address, Second Inaugural Address, & Letter
to His Son pg 520-526
1.
Students should understand the use of diction
and how it plays a role in expressing the author’s
purpose.
RIT. 11. 1, 2,
3, 4, 5, 6, 7,
8, 9, 10
1/27
ABC book on the Civil War due
1.
Students should be able to understand how
opposing beliefs of characters in a literary piece can
serve as a primary source of antagonism between
them.
Students should be able to determine the speaker
of the poem and what conflict/struggle they are
RIT. 11. 1, 2,
3, 4, 5, 6, 7,
8, 9, 10
W. 11. 4, 5,
6, 8
Read The Battle with Mr. Covey (Fredrick Douglass) & graphic
organizer
2.
Blog: What are the shackles that society has placed on people?
On you?
facing and how the speaker shows
growth/change/resolution in their “life”.
VOCAB: Lesson 12/roots –a and –an
1/28
Extra Credit: We Wear a Mask pg 660 & questions pg 660 # 1 &
5; Luke Havergal & Richard Cory pg 666-668 & questions pg 668
#2-5; Lucinda Matlock pg 669 & Questions pg 669 #2 &3; Richard
Bone pg 670 & Questions pg 670 #2 & 3
Watching Video of An Occurrence at Owl Creek Bridge and fill in
graphic organizer
1.
Students should be able to determine the realistic
versus fantastic details in a literary piece.
L. 11. 1, 2, 3,
5
W. 3, 4
RL. 11. 1, 2,
3, 4, 5, 6, 7,
9, 10
1/29
Homework: Write an escape story
Read The Outcasts of Poker Flat pg 578-590
1.
Students should be able to question a text for a
more thorough understanding.
1/30
Vocab. due
Continue The Outcasts of Poker Flat pg 578-590
1.
Students should be able to determine the
difference between a sentence, fragment and runon and be able to correct those errors in their
written work.
Run-on and fragment worksheet
1/31
Unit 4 Test with The Adventures of Huckleberry Finn
2/3
Begin Mark Twain study
Define terms: character, static character, dynamic character,
exaggeration, irony, foreshadow, setting, dialect, plot, conflict,
internal conflict, & external conflict
1.
2.
3.
Mark Twain biography
2/4
Blog: Discuss Twain’s attitude toward religion in Huckleberry
Finn, using specific examples from the novel.
4.
Vocabulary review for lessons 10-12
Discuss Huckleberry Finn
5.
6.
Extra Credit: from Life on the Mississippi & The Notorious
Jumping Frog of Calaveras County pg 565-574
***Extra Credit: Complete questions #1-6 on pg 574 and
questions #1-9 on pg 575
2/5
7.
Blog: Briefly analyze Twain’s satire of small-town life in
Huckleberry Finn. What aspects of small-town life does he
particularly make fun of? Are there any aspects of small-town
life that he does not satirize?
VOCAB: Quiz on Lessons 10-12
8.
Read “The Invalid’s story”, discuss questions pg 531 in packet &
Exaggeration, and fill in study guide
11.
9.
10.
12.
2/6
2/7
2/10
***Extra credit: Read Heading West & I will Fight No More
Forever pg 596-602
Complete questions #1-5 on pg 601, complete questions #1-6 on
pg 602, and complete questions #1-9 on pg 603
Read Luck & discuss question at end of packet and fill in study
guide
13.
14.
Create a list of Superstitions
15.
Read The Genuine Mexican Plug and answer questions pg 394395 #1-10 and fill in study guide
VOCAB: lesson 13/ reading in Social Studies
16.
Begin Tom & Huck (The Adventures of Tom Sawyer) & Worksheet
17.
18.
Students should be able to define and give examples of
literary terms.
Students should be able to read factual information
and locate answers.
Students should understand the idea of exaggeration
and its uses, along with what part it plays in the
development of a story.
Students should understand how dialect can add humor
to a story and be able to cite specific examples from the
literature.
Students should be able to use a character’s words and
actions to make inferences about the character.
Students should be able to understand what irony is and
cite specific examples of it, along with noting its
importance to a piece of literature.
Students should be able to cite specific examples of
humorous language and explain how Twain uses
exaggeration to create this humor.
Students should be able to explain the various moods of
the story and how they are created.
Students should be able to explain Twain’s attitude
toward religion and support with specific examples.
Students should be able to cite similarities and
differences to Tom’s life and Huck’s life.
Students should be able to explain and support Twain’s
view on alcoholism and slavery.
Students should be able to infer Twain’s feelings about
violence, especially as it pertains to children, by using
the text for support.
Students should be able to explain with examples what
Twain was expressing about education of the time
period.
Students should be able explain Jim’s development over
the course of the novel.
Students should be able to explain the similarities and
differences to Twain’s pieces and what makes each a
successful piece.
Students should be able to answer essays in a wellorganized and supported piece which is grammatically
correct.
Students will be able to explain their knowledge of
various works of literature by the some author.
Students should be able to form ideas of responsibility of
L. 11. 1, 2, 3,
5
RL. 11. 1, 2,
3, 4, 5, 6, 7,
9, 10
W. 11. 1, 2,
4, 10
Extra Credit Novel: My Antonia (packet with questions) due by
February 26th
2/11
Vocab. due
Continue watching Tom & Huck
2/12
Vocab. due
2/13
2/18
Continue watching Tom & Huck
Continue watching Tom & Huck
VOCAB: Lesson 14/ thought and belief
2/19
2/20
Watch The Adventures of Huckleberry Finn
Watch The Adventures of Huckleberry Finn
Watch The Adventures of Huckleberry Finn
2/21
2/24
2/25
2/26
Vocab. due
Test on Mark Twain readings with essay (essay due the next day)
Begin reading O Pioneers: Part I (chart about character,
personality, physical features, nationality, & significant event)
VOCAB: Lesson 15/roots –anthro and –theo
Continue reading O Pioneers
Continue reading O Pioneers: Part II
actions (who is responsible and why) and explain their
reasoning by citing the text.
*** Students should be able to compare and contrast
the differences in writings and the author’s experiences and
explain how it plays a role in the mood and types of writing
that are created.
1.
2.
3.
Blog: Why did so many immigrants move to places like
Nebraska?
2/27
Vocab. due
Continue reading O Pioneers
2/28
Continue reading O Pioneers
4.
5.
Homework: Create a Bergson family tree
6.
3/3
Vocab. Lesson 13-15 review
3/4
Continue reading O Pioneers: Part III
Continue reading O Pioneers: Part IV
8.
3/5
Blog: What two personality traits helped Alexandra become so
successful? Explain why.
Continue reading O Pioneers: Part V
Law Activity from the Michigan State School of Law
10.
3/6
Test on O Pioneers
Begin Diary/Historical Fiction/Non-fiction reading & Scrapbook
(due March 30th)
3/10
9.
VOCAB: Quiz Lesson 13-15
Continue reading O Pioneers
Blog: What is the one character flaw of Alexandra’s that almost
ruins her life? Explain the times when it interferes.
3/7
7.
VOCAB: Lesson 16/reading in the Sciences
Watch O Pioneers
Blog: Explain how the lack of communication causes trouble sin
O Pioneers and explain how it relates to your life.
11.
12.
13.
14.
15.
Students will be able to explain important themes/issues
address in the novel: self-sacrifice, work and morality,
love, and imagination
Students will be able to note character flaws of Cather’s
stories and explain how this creates a 3-dimensional
character that you can relate to.
Students should be able to graph specific characteristics
and important events to a given character, along with
inferring information not directly stated about the
character.
Students should be able to compose a family tree for the
Bergson family to clarify relationships.
Students should be able to understand and explain the
importance of land to various characters and why they
feel the way they do, along with noting if their feelings
relate to any success/non-success they have.
Students should be able to show how various characters
are viewed and how other people’s opinions affect the
character.
Students should understand the various degrees a
person can be charged with and use that knowledge to
explain what Frank would be charged with today and
why.
Students should be able to note the various symbols
Cather uses and explain their significance.
Students should be able to document and explain the
progression of characters throughout the novel.
Students should be able to understand and explain Carl
Linstrum’s statement about “there are only two or
three human stories and they do on repeating
themselves as fiercely as if they had never happened
before…” and what significance does this play in
literature.
Students should be able to understand the cause and
effects of not expressing affection or speaking openly to
someone about how you feel.
Students should be able to explain how O Pioneers is a
morality tale by citing specific examples.
Students should be able to understand how events in a
character’s life can change their life forever and
compare these “tragedies” to their own lives.
Students should be able to understand and explain how
that statement “secrets kill” is related to Cather’s
literature.
Students should be able to understand and relate the
struggle of the American immigrant to other groups and
explain the similarities, along with the differences.
L. 11. 1, 2, 3,
5
RL. 11. 1, 2,
3, 4, 5, 6, 7,
9, 10
W. 11. 1, 2,
4, 10
3/11
3/12
Continue O Pioneers
Continue O Pioneers
3/13
Vocab. due
Watch My Antonia
3/14
Continue My Antonia
3/17
Vocab. due
Continue My Antonia
3/18
3/19
16. Students should be able to compare characters and
situations in their lives with those that Cather writes
about.
17. Students should be able to experience various media to
gain a more thorough understanding of literature and
its characters.
18. Students should be able to compare and contrast works
by a similar author.
VOCAB: Lesson 17/ quantity and amount
Work on Compare and Contrast paper for O Pioneers & My
Antonia
Test on My Antonia
Blog: People believe money and respectability go hand in hand.
Willa Cather addressed this issue in O Pioneers and you will find
she discusses it again in My Antonia. Do you believe this
statement to be true or false. State and defend your answer.
Don’t forget to support your opinion with evidence.
3/20
Vocab. due
Read The Yellow Wallpaper pg 246-260 in The Signet Classic
Book of American Short Stories
1.
2.
3/21
3/24
Continue The Yellow Wallpaper
April Showers pg 644-653 in Prentice Hall book and fill in
worksheet
3.
3/25
VOCAB: Lesson 18/roots -anim and -corp
Read The Story of an Hour pg 634-639; fill in worksheet; and
discuss situational irony, dramatic irony, & ironic details
4.
5.
3/26
3/27
3/28
Read A Pair of Silk Stockings pg 435-443 in Elements of
Literature and fill in worksheet
Vocab. due
Read Desiree’s Baby , discuss women’s roles & expectations,
and fill in worksheet
Test on women’s literature (essay test)
Binder due
*vocabulary is assigned on Monday and due on Wednesday
6.
7.
8.
Students will be able to compare and contrast the
women in the story versus the women she
witnesses in the wallpaper.
Students will be able to begin to understand the
expectations of women in history and how these
expectations for them and by them developed the
literature of the time.
Students will be able to understand how
anticipating events in a story line drives the plot
Students will be able to compare and contrast the
character’s old life and her new life and explain
how this affected her choices.
Students will be able to compare and contrast the
main character’s reactions to an event and explain
how this reaction could or couldn’t be justified.
Students will be able to discuss women’s roles
and expectations during the time period as shown
through the literature.
Students will be able to explain how one must be
able to experience some pain to grow and
appreciate things by citing specific examples in
Warton’s piece “April Showers”.
Students will be able to display knowledge of
women’s roles and expectations both for them and
by them and how they have changed by citing
examples from the various pieces read by women
authors.
L. 11. 1, 2, 3,
5
RL. 11. 1, 2,
3, 4, 5, 6, 7,
9, 10
W. 11. 1, 2,
4, 10