English 11
Resource Document 2016 – 2017: Quarter 1
Unit 1: Literature of Early America
 Dates: August 1 – 26, 2016
Essential Question (If multiple options, pick the essential questions you wish to use):
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How did the differing views of the early settlers and the Native Americans affect the cultural identity of the developing New World?
How is early American literature reflective of the time period?
What early influences are still evident in American culture today?
Unit 2: A Nation is Born
 Dates: August 29 – 30, 2016
Essential Question (If multiple options, pick the essential questions you wish to use):
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How did early American idealism lead to a quest for both national and individual freedom?
What evidence exists that later Americans used the periods’ literature as a basis for their own?
What literary influences are still evident in today’s literature?
Standards covered in this quarter:
11-12.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain
11-12.RL.2.2: Compare and contrast the development of similar themes or central ideas across two or more works of literature and analyze how they emerge and are
shaped and refined by specific details.
11-12.RL.2.3: 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).
11-12.RL.3.2: Analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended (e.g., satire, sarcasm, irony, or
understatement) in order to understand the point of view.
11-12.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text and the impact of the interpretations on the
audience.
11-12.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text,
including determining where the text leaves matters uncertain.
11-12.RN.2.2: Compare and contrast the development of similar central ideas across two or more texts and analyze how they emerge and are shaped and refined by specific
details.
11-12.RN.2.3: 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 a text.
11-12.RN.4.3: Analyze and synthesize foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.
11-12.RV.2.1: Use context to determine or clarify the meaning of words and phrases.
11-12.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal
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Resource Document 2016 – 2017: Quarter 1
or informal tone)
11-12.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the
cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.
11-12.RV.3.3: Interpret figures of speech (e.g., paradox) in context and analyze their role in the text.
11-12.W.3.1: Write arguments in a variety of forms (See pacing guide for full description)
11-12.W.3.3: Write narrative compositions in a variety of forms (See pacing guide for full description)
11-12.W.4: Apply the writing process (See pacing guide for full description)
11-12.W.6.1: Demonstrate command of English grammar and usage.
11-12.W.6.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling.
11-12.SL.2.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and
issues, building on others’ ideas and expressing personal ideas clearly and persuasively.
11-12.SL.2.2: Stimulate a thoughtful, well-reasoned debate and exchange of ideas by referring to specific evidence from materials under study and additional research and
resources.
11-12.SL.2.3: Work with peers to promote collegial discussions and decision- making, set clear goals and deadlines, and establish individual roles as needed
11-12.SL.2.4: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
Suggested Texts from Prentice Hall (and Spring Board) for Unit 1
 Indian Myths
 Fiction –
o “The Earth On the Turtle’s Back” p18
o “When Grizzles Walked Upright” p21
 Non-Fiction o from “The Iroquois Constitution” p26
o from The General History of Virginia p70
o from Sinners in the Hands of an Angry God p102
o from Of Plymouth Plantation p76
 Prentice Hall Writing and Grammar
o Chapter 17
o Chapter 4
Suggested Texts from Prentice Hall (and Spring Board- level 6) for Unit 2
 Speech in the Virginia Convention/Speech in the Convention p202
 Excerpt from “Poor Richard’s Almanac” p148
 “The Declaration of Independence” p170
 “The Hymn to the Evening” p182
 “To His Excellency, General Washington” p184
 “Letter to her Daughter From the New White House” p216
Potential Assessments: Unit 1
 Creative writing- myth(W.3.3)
Potential Assessments: Unit 2
 Argument essay attacking or defending a point of view using the
text(s) as evidence (W.3.1)
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Supplemental Texts (Links to Articles and other online texts):
For Unit 1:
 Additional Native American Myth
http://americanfolklore.net/folklore/native-american-myths/
 Full Text - Of Plymouth Plantation
http://mith.umd.edu//eada/html/display.php?docs=bradford_history.xml
 Non-Fiction Modern Writing on Pilgrims
http://jpatton.bellevue.edu/biblical_economics/pilgrimstory.html
 Modern Stories – Pilgrims
http://www.plimoth.org/learn/just-kids/stories
For Unit 2:
 Rights of Man by Thomas Paine (http://www.ushistory.org/paine/rights/)
 The Federalist Papers (http://www.let.rug.nl/usa/documents/1786-1800/the-federalist-papers/)
 The Anti-Federalist Papers and the Constitutional Convention Debates (http://www.firearmsandliberty.com/antifederalist/theantifederalistpapers.pdf)
 Poems of Phyllis Wheatley (http://www.poemhunter.com/phillis-wheatley/)
Both Units:
http://www.gutenbergproject.org
o For finding public domain texts
http://www.americanrhetoric.com
 this website provides clips, audio, and text
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Potential Novel Options (Available through Alice’s Loaners):
 The Crucible (Unit 1)
 The Lone Ranger and Tonto Fistfight in Heaven (Unit 2)
 Things Fall Apart (Unit 2)
 Anthem (Unit 2
Other Novel Options:
 American Colonies: The Settling of North America by Alan Taylor (Unit 1)
 Chronicle of the Narvaez Expedition by Álvar Núñez Cabeza de Vaca (Unit
1)
 The Four Voyages by Christopher Columbus (Unit 1)
 The Scarlet Letter by Nathaniel Hawthorne (Unit 1)
http://www.gutenberg.org/cache/epub/33/pg33.html
 The Secret Garden by Frances Hodgson Burnett (Unit 2)
https://www.gutenberg.org/files/113/113-h/113-h.htm
 The Pearl by John Steinbeck (Unit 2)
http://www.ptbeach.com/cms/lib02/NJ01000839/Centricity/Domain/211/
The-Pearl-John-Steinbeck.pdf
 The Time Machine (Unit 2)
http://www.gutenberg.org/cache/epub/35/pg35.html
 The Autobiography and Other Writings of Benjamin Franklin (Unit 2)

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Resource Document 2016 – 2017: Quarter 1
Teacher Resources to Support Indicators/Themes Taught in this Quarter:
Teaching the Literature of Early America and A Nation is Born Themes:
o
o
http://teachinghistory.org/history-content/ask-a-historian/25447
http://www.goodcharacter.com/ISOC/Integrity.html
o
http://www.manythings.org/voa/history/
Reading Literature
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o
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Inferences for Advanced Readers.pdf (11-12.RL.2.1 and RN.2.1)
https://learnzillion.com/lessons/2284-gather-evidence-from-a-text-to-support-an-argument (11-12.RL.2.1 and RN.2.1)
https://www.teachingchannel.org/videos/teaching-about-textual-evidence(RL.2.1 and RN.2.1)
RL 2.1 Citing Textual Evidence Lesson.pdf (9-10.RL.2.1 and RN.2.1)
Teaching_Theme_Across_Genre_Handout.pdf (RL.2.2)
There will come soft rains theme lesson plan.pdf (RL.2.2)
https://www.teachingchannel.org/videos/themes-in-english-literature (RL.2.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-6.html
(11-12.RL.3.2)
http://www.sophia.org/ccss-ela-standard-rl11-126-pathway (11-12.RL.3.2)
http://www.shmoop.com/common-core-standards/ccss-ela-literacy-rl-11-12-7.html
(11-12.RL.4.1)
http://www.cpalms.org/Public/PreviewResource/Preview/31546
(11-12.RL.4.1)
Reading Nonfiction
o For RN.2.1, see resources for RL.2.1 in the category above; use non-fiction texts instead of literature to fulfill the standard
o https://sites.google.com/a/whbschools.org/the-crucible-webquest/home (RN 2.1)
o http://betterlesson.com/community/document/3016532/determining-central-idea-and-writing-summaries-for-nonfiction-pdf?from=search
o http://betterlesson.com/community/lesson/42614/identifying-main-ideas?from=search
(11-12.RN.1)
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Reading Vocabulary
o http://www.englishforeveryone.org/Topics/Analogies.htm (RV.3.3)
o http://learning.blogs.nytimes.com/2013/10/04/skills-practice-understanding-and-making-analogies/?_php=true&_type=blogs&_r=0
o
https://www.csun.edu/~bashforth/098_PDF/06Sep15Connotation_Denotation.pdf (RV.2.3 and R.V.3.1)
o http://www.lessonplanet.com/teachers/videos-cliches-paradoxes (11-12.RV.3.3)
o http://www.lessonplanet.com/teachers/lesson-plan-is-perception-reality-writing-paradoxes-in-poetry
(11-12.RV.3.3)
o http://www.sophia.org/ccss-ela-standard-l11-125b-pathway (11-12.RV.2.3)
o http://www.vocabulary.co.il/context-and-definitions/ (RV.2.1)
o http://www.elacommoncorelessonplans.com/language-standards/difference-denotation-connotation.html (RV.2.3 and RV.3.1)
o http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html
(RV.2.1)
o http://www.teachertrap.com/2013/01/strategies-for-using-context-clues.html
(RV.2.1)
o http://grammar.about.com/od/words/a/connotations.htm (RV.3.1 and 3.2)
o http://www.redshift.com/~bonajo/vocabularyresources.htm (11-12.RV.2.3 and 3.4)
o
Writing
o http://rubistar.4teachers.org/ (11-12.W.1-all Writing activities)
o https://learnzillion.com/courses/58?collection_id=1084#collection_1086 (11-12.W.3.1)
o http://www.fountainheadpress.com/contentresources/eng_thesesclaims.pdf
(11-12.W.3.1)
o http://blogs.canby.k12.or.us/uploads/stewartc/Where%20Im%20From%20poem%20assignment.pdf
(W.3.3)
o Narrative Topic Ideas.pdf (W.3.3)
o Sensory Details.pdf (W.3.3)
o http://www.daedalus.com/lists10_narrative.asp (W.4)
o http://learnzillion.com/lessons/2073-revise-by-varying-sentence-patterns
(W.4)
o http://www.nwp.org/cs/public/print/resource_topic/writing_processes (W.4)
o
o
o
http://www.time4writing.com/teaching-writing/students-the-writing-process/ (W.4)
http://www.classzone.com/books/lnetwork_gr11/index.cfm?state=VA (11-12.W.6.1)
http://eolit.hrw.com/hlla/newmainlinks/lang.jsp (11-12.W.6.1)
o
o
http://www.time4writing.com/sentence-writing/simple-complex-compound-sentences/
Grammar- Types of Sentences Activities.pdf (W.6.1e)
http://englishlinx.com/pronouns/ (W.6.1a)
o
o
o
o
o
o
o
(RV.3.3)
(W.6.1.e)
http://www.readwritethink.org/classroom-resources/lesson-plans/avoiding-sexist-language-using-201.html (W.6.1a)
http://www.dailywritingtips.com/english-grammar-101-verb-mood/ (W.6.1b)
https://learnzillion.com/lessonsets/342-form-and-use-verb-voice-and-mood (W.6.1b)
http://education-portal.com/academy/lesson/comparison-of-adjectives-adverbs-examples-sentences-exercises.html#lesson
http://www.webenglishteacher.com/conventions.html (11-12.W.6.2)
http://grammar.ccc.commnet.edu/grammar/index2.htm
(11-12.W.6.1)
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o
o
o
o
Also, see chapter 7 and 8 in Prentice Hall Grammar and Writing Book for additional W.3.1 resources (additional resources in Lit textbook- pages 228,
236,238,696,1377
See chapters 5 and 6 in Prentice Hall Grammar and Writing Book for additional W.3.3 resources (additional resources in Lit textbook- pages 112,456,1377
See chapters 17, 18, 20,21,22& 23 for W.6.1 resources
See chapters 19,24,25,26& 27 for W.6.2 resources
Speaking and Listening
o http://educationalaspirations.com/tag/collaborative-classroom/ (SL.2.1, SL.2.2, and SL.2.3)
o http://www.spannj.org/pti/Collaborative_teaming_and_PBS.pdf (SL.2.1, SL.2.2, and SL.2.3)
o http://www.edutopia.org/stw-collaborative-learning-resources (SL.2.1, SL.2.2, and SL.2.)
o Also, see pages 122,238,466,696,962,1378 in Prentice Hall textbook for Speaking and Listening Resources
ELA Websites for Continual Use:
www.thinkcerca.com
www.adlit.org
www.readworks.org
www.newsela.com
http://etc.usf.edu/lit2go/
http://www.activelylearn.com/
www.readtheory.org
http://www.uen.org/7-12interactives/lang_arts.shtml
http://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/
http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension
www.betterlesson.com (must register)
www.sharemylesson.com
http://www.redshift.com/~bonajo/vocabularyr
esources (all RV standards)
www.chompchomp.com (all W6 standards)
www.quia.com/cb/547647.html
www.quiz.com (all W6 standards)
www.quizlet.com (all RV standards)
www.nbclearn.com (all standards)
www.shmoop.com
http://www.citationmachine.com
DOE Resources
http://www.doe.in.gov/standards/englishlanguage-arts
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