English 11 CP
Transcendentalist and Native American
Standards
Oral Language
11.1
The student will make informative and persuasive presentations.
a) Gather and organize evidence to support a position.
b) Present evidence clearly and convincingly.
c) Support and defend ideas in public forums.
d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
11.2
The student will analyze and evaluate informative and persuasive presentations.
a) Critique the accuracy, relevance, and organization of evidence.
b) Critique the clarity and effectiveness of delivery.
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
a.
Describe contributions of different cultures to the development of American literature.
b.
Compare and contrast the development of American literature in its historical context.
c.
Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and
genres.
d.
Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and
historical essays, speeches, and critical reviews.
Writing
11.7 The students will write in a variety of forms, with an emphasis on persuasion.
a.
Generate, gather, plan, and organize ideas for writing.
b.
Develop a focus for writing.
d. Elaborate ideas clearly and accurately.
c.
Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
d.
Revise writing for accuracy and depth of information.
e.
Proofread final copy and prepare document for intended audience and purpose.
11.8 The students will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
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Unit
Enduring Understandings
American literature is a reflection of issues in society.
Styles of literature have changed throughout history.
Literature is sometimes written to evoke change in society.
Literature is used to express man’s connection to nature.
Essential Questions
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How does one interpret a text?
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What are the components of the Transcendentalist period?
What are the qualities of Native American literature?
What makes these pieces distinctly Transcendentalist or Native American?
How are the Transcendentalists and Native American writers reflections of their society?
How did the Transcendentalist inspire other movements or organizations?
Why would someone in 2008 choose to repeat Thoreau’s experiment?
How does early Native American literature relate to more modern Native American literature?
What connections can be made between Native American literature’s reliance on nature to
Transcendentalist’s appreciation of nature?
Essential Knowledge
Identify traits of the Transcendentalist
Period and Native American literature
Identify literary devices associated with
Native American poetry--tone, alliteration,
repetition, anaphora, symbolism, imagery
metaphor, point of view
Students will identify challenging
vocabulary.
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Skills
Compare and contrast the view of the
Transcendentalists and Native Americans
Discuss modern groups that have embraced
the views on nature.
Develop a story that emulates techniques
studied with Native American poetry
ASSESSMENT EVIDENCE
Performance Tasks
Other
Students will give a speech that includes
• A comparative, creative essay between
oral speaking skills, creativity and analysis
Native American and Transcendentalist
of Native American literature
literature
LEARNING ACTIVITIES
Samples
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Introduce Essential Questions
Read selections of Native American poetry
Read selections of modern Native American short stories
Read selections from Thoreau such as Walden and Civil-Disobedience
Read selections from Emerson such as Self-Reliance and Nature
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English 11 CP
Colonial and Revolutionary Periods
Standard
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
a. Describe contributions of different cultures to the development of American literature.
b. Compare and contrast the development of American literature in its historical context.
c. Discuss American literature as it reflects traditional and contemporary themes, motifs, universal
characters, and genres.
d. Describe how use of context and language structures conveys an author’s intent and viewpoint in
contemporary and historical essays, speeches, and critical reviews.
11.4
The student will read and analyze a variety of informational material.
11.5 The students will read and critique a variety of poetry.
Writing
11.8 The students will write in a variety of forms, with an emphasis on persuasion.
c. Generate, gather, plan, and organize ideas for writing.
d. Develop a focus for writing.
e. Evaluate and cite applicable information.
f. Organize in a logical manner.
g. Elaborate ideas clearly and accurately.
h. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
i. Revise writing for accuracy and depth of information.
j. Proofread final copy and prepare document for intended audience and purpose.
11.9 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
a. Use a style manual, such as that of Modern Language Association (MLA).
a. Adjust sentence and paragraph structures for a variety of purposes.
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Enduring Understandings
The styles and purpose of literature has changed throughout history.
Literature often reflects the values of a society.
Literature reflects the cyclical nature of humanity.
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Essential Questions
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How does one interpret a text?
What are the components of the Revolutionary and Colonial periods?
What literary value do these historical documents have?
What lasting ideas do these pieces have for the modern reader?
What makes these pieces distinctly Revolutionary or Colonial?
What makes these poems distinctly Colonial or Native American.
How do the literary devices enhance the meaning of the pieces?
How do the authors persuade their listeners?
What makes a sermon different from a speech?
What justifications for war are offered?
What comparisons can be made between the formation of governments and war justifications?
Essential Knowledge
Skills
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Define and identify literary terms—
aphorism, metaphor, rhetorical questions,
persuasion, images, analogy, alliteration,
extended metaphor, parallel structure,
couplets.
Identify traits of the Colonial and
Revolutionary Periods
Define vocabulary from poetry, sermons
and essays
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Discuss and identify literary devices in the
literature
Identify how this literature reflects the
Colonial and Revolutionary Periods
Identify the current qualities of “an
American” as opposed to those in the
colonial and revolutionary periods
Move through the writing process
ASSESSMENT EVIDENCE
Performance Tasks
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Other
Quizzes over Colonial and Revolutionary
periods
pastiche, poetry, journal assignments
LEARNING ACTIVITIES
Samples
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Introduce the essential questions
Notes over literary traits for Colonial and Revolutionary Periods
Read author biographies for each selection
Read Bradstreet, Taylor poems
Read “Sinners in the Hands of an Angry God”
Read commentaries on arrival in the Americas (Bradford, Rowlandson, Equiano)
Read “Speech to the Virginia Convention” Patrick Henry
Read an excerpt from “The Crisis, No.1” Thomas Paine
Read sections from the Declaration of Independence and Iroquois Constitution
Guided questions for reading comprehension
Class discussions
Quizzes
Writing assignments to be selected from: pastiche, poetry, journal assignments
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English 11 CP
Othello
Standards
Reading Analysis
11.6 The student will read and critique a variety of dramatic selections.
a. Describe the dramatic conventions or devices that playwrights use to present ideas.
b. Compare and evaluate adaptations and interpretations of a script for stage, film, or television.
c. Explain the use of verbal, situational, and dramatic irony.
Writing
11.10The students will write in a variety of forms, with an emphasis on persuasion.
k. Generate, gather, plan, and organize ideas for writing.
l. Develop a focus for writing.
m. Evaluate and cite applicable information.
n. Organize in a logical manner.
o. Elaborate ideas clearly and accurately.
p. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
q. Revise writing for accuracy and depth of information.
r. Proofread final copy and prepare document for intended audience and purpose.
11.11The students will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
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Unit
Enduring Understandings
Literature highlights the flaws and strengths of a given society.
Performing a play versus reading a play allows for actor and director interpretations.
Shakespeare’s themes transcend time and connect to American literature.
Essential Questions
Can we ever know the truth about a person?
How can we discover the truth behind ones words?
Who does modern society treat the outsider?
What is the cause of Othello’s downfall?
How is stage business critical to the plot of Othello?
What are the conflicts between reality and appearances in Othello?
How does the plot of Othello compare to other Shakespearean dramas?
How do the primary themes in Othello such as, prejudice, the appearance versus reality, guilt and
redemption, misrepresentation versus misunderstanding, loyalty and betrayal relate to A Lesson
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Before Dying?
Essential Knowledge
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Skills
Characters and plot of Othello
Vocabulary for Othello
Literary Terms such as -pun, allusion, blank
verse, aside, soliloquy, monologue, act,
scene, tragedy
Knowledge of Shakespeare and
Shakespearean theater
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Discuss and identify literary terms in the
play
Connect the theme of irony to their lives
Creative writing assignments
Create a well-developed thesis statement
Support thesis with specific details from a
specific passage
ASSESSMENT EVIDENCE
Performance Tasks
Other
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Dramatic readings
Recitation of soliloquy
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LEARNING ACTIVITIES
Samples
Introduce the essential questions
Read Othello
View selections of the film version of Othello
Discussion prejudice in connection with Moors and characters in A Lesson Before Dying
Discussion centered around themes
Test
Quizzes
Passage analysis
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English 11 CP
Adventures of Huckleberry Finn
Standards
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
a) Describe contributions of different cultures to the development of American literature.
b) Compare and contrast the development of American literature in its historical context.
c) Discuss American literature as it reflects traditional and contemporary themes, motifs,
universal characters, and genres.
d) Describe how use of context and language structures conveys an author’s intent and viewpoint
in contemporary and historical essays, speeches, and critical reviews.
Writing
11.7
The student will write in a variety of forms, with an emphasis on persuasion.
a) Generate, gather, plan, and organize ideas for writing.
b) Develop a focus for writing.
c) Evaluate and cite applicable information.
d) Organize ideas in a logical manner.
e) Elaborate ideas clearly and accurately.
f) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
g) Revise writing for accuracy and depth of information.
h) Proofread final copy and prepare document for intended audience and purpose.
11.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
a) Use a style manual, such as that of the Modern Language Association (MLA) or the American
Psychological Association (APA), for producing research projects.
b) Use verbals and verbal phrases to achieve sentence conciseness and variety.
c) Adjust sentence and paragraph structures for a variety of purposes and audiences.
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Unit
Enduring Understandings
Literature can be used as satire to identify short-comings in a society with the goal of evoking
change.
Students may miss out on valuable life lessons such as the validity of all human beings when
quality literature is banned from a school curriculum.
Essential Questions
Why is a book about a young boy traveling down the Mississippi River with a run-away slave
important to reading English class?
Who does Mark Twain establish as the main character of the novel?
How does Twain represent Jim (and by extension African Americans) in his novel? What
commentary is Twain trying to make?
How does Twain represent Caucasians in his novel? What commentary is Twain trying to make?
How is Adventures of Huckleberry Finn a satire?
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How does Adventures of Huckleberry Finn provide commentary on a post-civil war American
society?
What causes a book to be banned from a school curriculum? Why has Adventures of Huckleberry
Finn been banned so many times?
Should the novel be banned from our schools?
Essential Knowledge
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Skills
Identify plot and characters in Adventures of
Huckleberry Finn
Define vocabulary words from Adventures
of Huckleberry Finn (Reckoned, Spite,
Skiff, Wadding, Wallowed, Tolerable,
Contrived, Scrabbled, Careened, Sheering,
Calico, Swindled, Gaudiest, Provisions,
Rapscallions, Chevron, Satire)
Identify literary terms (Verbal Irony,
Dramatic Irony, Situational Irony, Satire,
Dialect, Regionalism, Theme, Hyperbole,
First person Point of View, Third person
limited, Third person omniscient)
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Discuss and identify literary devices in the
novel
Write and speak to persuade through
journals and essays
Develop a well-reasoned thesis statement
with support from the novel
ASSESSMENT EVIDENCE
Performance Tasks
Other
Write a short satire on a topic that is
familiar to high school students
• Test
• Analytical essay over themes found in
Adventures of Huckleberry Finn
• Persuasive essay over whether or not to ban
Adventures of Huckleberry Finn after the
trial has occurred
LEARNING ACTIVITIES
Samples
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Introduce enduring questions
Class discussions
Reading assignments over Mark Twain’s life; why a book is banned; the arguments for an against
banning Adventures of Huckleberry Finn in a classroom setting; satire example
Read and connect poems “We Wear the Mask” by Dunbar and “Minstrel Man” by Hughes to
Adventures of Huckleberry Finn
Journal assignments over themes, the use of the word nigger in modern society, and banning
Adventures of Huckleberry Finn from the classroom
Video—Great Books Series on Adventures of Huckleberry Finn
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English 11 CP
American Romantics
Standards
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
e) Describe contributions of different cultures to the development of American literature.
f) Compare and contrast the development of American literature in its historical context.
g) Discuss American literature as it reflects traditional and contemporary themes, motifs,
universal characters, and genres.
11.5
The student will read and critique a variety of poetry.
a) Analyze the poetic elements of contemporary and traditional poems.
b) Identify the poetic elements and techniques that are most appealing and that make poetry
enjoyable.
c) Compare and contrast the works of contemporary and past American poets.
Writing
11.12The students will write in a variety of forms, with an emphasis on persuasion.
s. Generate, gather, plan, and organize ideas for writing.
t. Develop a focus for writing.
d. Organize in a logical manner.
e. Elaborate ideas clearly and accurately.
f. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
h. Proofread final copy and prepare document for intended audience and purpose.
11.8 The students will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
Unit
Enduring Understandings
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Poetry can be a reflection of historical events.
Poets are inspired by historical and societal influences.
Poetry can “play” with standard language structures.
Essential Questions
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How does one interpret a text?
What characterizes the Romantic Era?
What similarities do the authors have?
How are the Romantics similar and different from the Colonial, Revolutionary, and early
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Americans?
Essential Knowledge
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Skills
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Historic background on authors
Identify literary traits of the Romantic
period
Understanding of the theme and images in
the poems
Define literary terms to include image, tone,
irony, symbolism, iambic pentameter
Define vocabulary in the poems
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Performance Tasks
Fishbowl discussion
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Students will create their own poems
modeled after Romantic techniques
ASSESSMENT EVIDENCE
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Other
LEARNING ACTIVITIES
Samples
Introduce essential questions
Notes on authors
Read selected poets such as: Dickinson, Whitman, Holmes, Longfellow, Frost, Bryant
Group discussion
Poetry writing
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English 11CP
Catcher in the Rye
Standards
Oral Language
11.1
The student will make informative and persuasive presentations.
e) Gather and organize evidence to support a position.
f) Present evidence clearly and convincingly.
g) Support and defend ideas in public forums.
h) Use grammatically correct language, including vocabulary appropriate to the topic, audience,
and purpose.
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
h) Describe contributions of different cultures to the development of American literature.
i) Compare and contrast the development of American literature in its historical context.
j) Discuss American literature as it reflects traditional and contemporary themes, motifs,
universal characters, and genres.
k) Describe how use of context and language structures conveys an author’s intent and viewpoint
in contemporary and historical essays, speeches, and critical reviews.
Writing
11.7
The student will write in a variety of forms, with an emphasis on persuasion.
i) Generate, gather, plan, and organize ideas for writing.
j) Develop a focus for writing.
k) Evaluate and cite applicable information.
l) Organize ideas in a logical manner.
m) Elaborate ideas clearly and accurately.
n) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
o) Revise writing for accuracy and depth of information.
p) Proofread final copy and prepare document for intended audience and purpose.
11.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure,
and paragraphing.
d) Use a style manual, such as that of the Modern Language Association (MLA) or the American
Psychological Association (APA), for producing research projects.
e) Use verbals and verbal phrases to achieve sentence conciseness and variety.
f) Adjust sentence and paragraph structures for a variety of purposes and audiences.
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Unit
Enduring Understandings
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American literature reflects traditional and contemporary themes, motifs, universal characters, and
genres.
Language structures convey an author’s intent and viewpoint in contemporary society.
Symbols in literature add depth and complexity to a reading of a text.
Essential Questions
Why is Holden so hesitate to mature into an adult?
Why does Holden use so much profanity? What does his language tell us about him?
How does Salinger use voice in this novel?
What roles do the girls play in this novel?
Is there only one way to interpret a symbol?
Does interpretation of a symbol have to be based on the text?
How do the symbols in the novel help deepen the reader’s understanding of Holden?
How do the themes presented in this novel tie into other texts we have read this semester?
Is there any need for Holden to be institutionalized? Why or why not?
There is minimal action in this novel, so why has it survived as one of the greatest pieces of
American Literature?
Essential Knowledge
Skills
Identify plot and characters in Catcher in
the Rye
Define vocabulary words from Catcher in
the Rye (autobiography, dough, ostracize,
grippe, posture, ironical, innumerable,
moron, phony, sheer, parlor, rostrum,
chiffonier, falsetto, snub, galoshes,
nonchalant, frock, chisel, bourgeois,
convent, raspy, beret, blasé, sacrilegious,
louse, flitty, boisterous)
Identify literary terms (symbols, themes,
stream of consciousness, voice,
buildungsroman)
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Discuss and identify literary devices in the
novel
Interpret a text through explaining symbols
Peer edit personal narrative papers
ASSESSMENT EVIDENCE
Performance Tasks
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Personal narrative paper—Just like Holden,
all people have had an epiphany or a time in
one’s life when one comes to a greater
understanding or realization. After
examining Holden’s epiphany, students will
identify an epiphany in their own life and
Other
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Quizzes
Objective test
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write about it.
Profanity experiment—Catcher in the Rye
is riddled with profanity and some
interesting observations can be made about
when Holden swears and why he does it. In
order to understand why, students are asked
over a period of 48 hours to record when
they hear profanity, who is saying it, and
what is their purpose. (Note: they are not
asked to write the actual profane words they
hear.) After the experiment is done, the
class comes together to try to make sense of
the data they have gathered with an eye
towards understanding Holden’s profanity.
Journal activity—After students have
finished reading Catcher in the Rye, ask to
pretend they are Holden’s doctor and
diagnosis Holden’s main problems in order
to justify his institutionalization.
Symbol group activity—assign students to
groups of three or four and pass out one or
two symbols to each group. Groups are to
interpret their symbol and make conclusions
about the symbol based on textual evidence
from the novel. Groups make an overhead
and then teach the class about their symbol.
LEARNING ACTIVITIES
Samples
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Introduce enduring questions
Reading assignments
Journal assignments
Read the poem “Coming Thro’ The Rye” by Robert Burns and connect to Catcher in the Rye
Profanity experiment
Personal narrative paper
Peer editing
Group activity—analysis of symbols
Class discussions
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English 11 CP
Their Eyes Were Watching God
Standards
Reading Analysis
11.3 The student will read and analyze relationships among American literature, history, and culture.
a. Describe the contributions of different cultures to the development of American literature.
f.
Discuss American literature as it reflects on traditional and contemporary themes, motifs, universal
characters and genre.
11.4 The student will read and analyze a variety of informational materials.
a. Use information from texts to clarify or refine understanding of academic concepts.
e. Analyze information from a text to draw conclusions.
Writing
11.13 The students will write in a variety of forms, with an emphasis on persuasion.
u. Generate, gather, plan, and organize ideas for writing.
v. Develop a focus for writing.
w. Evaluate and cite applicable information.
x. Organize in a logical manner.
y. Elaborate ideas clearly and accurately.
z. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
aa. Revise writing for accuracy and depth of information.
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Unit
Enduring Understandings
Narrative framing is a technique that can relate a variety of stories and perspectives.
Dialect has evoked different responses in critics and readers.
A controlling metaphor is evolving and can be used to tie together a series of narratives.
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Essential Questions
Why might critics respond differently to Hurston’s use of dialect?
Whose eyes were watching God?
Is Janie’s journey strictly linear?
What does the pear tree symbolize?
What is internal racism and how is it expressed in this novel?
How did Hurston’s own life contribute to Eyes?
Does Janie ever “fit” into a community? Why or why not?
How might different schools of literary criticism approach Janie and her journey?
How does setting foreshadow events and symbolize characters?
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Essential Knowledge
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Skills
Identify plot and characters in Their Eyes
Were Watching God
Define vocabulary words from Their Eyes
Were Watching God
Identify literary terms (Controlling
Metaphor, Dialect, Regionalism, Theme,
Hyperbole, First person Point of View,
Third person limited, Third person
omniscient)
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Discuss and identify literary devices in the
novel
Compare the stereotypes in the novel to
modern struggles of marginalized groups
Develop an understanding of how a
controlling metaphor works in a longer
piece of literature
ASSESSMENT EVIDENCE
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Performance Tasks
Reading aloud and listening for impact of
specific dialect to a story.
Fishbowl of literary theorists (students
come in prepared to answer questions from
a specific point of view)
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Other
Test
Quizzes
Metaphor group project: students create a
pear tree that visually demonstrates the
metaphor’s growth through use of quotes
and symbols from the novel.
LEARNING ACTIVITIES
Samples
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Introduce enduring questions
Class discussions
Reading assignments over Hurston’s life; why the book was considered dangerous to some
Look at specific biblical accounts to which novel alludes
Fishbowl questions about approaching a text
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English 11 CP
Modernist Period Unit
Standards
Oral Language
11.1
The student will make informative and persuasive presentations.
i) Gather and organize evidence to support a position.
j) Present evidence clearly and convincingly.
k) Support and defend ideas in public forums.
l) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
11.2
The student will analyze and evaluate informative and persuasive presentations.
c) Critique the accuracy, relevance, and organization of evidence.
d) Critique the clarity and effectiveness of delivery.
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
l) Describe contributions of different cultures to the development of American literature.
m) Compare and contrast the development of American literature in its historical context.
n) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and
genres.
o) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary
and historical essays, speeches, and critical reviews.
11.4
The student will read and analyze a variety of informational materials.
a) Use information from texts to clarify or refine understanding of academic concepts.
b) Read and follow directions to complete an application for college admission, for a scholarship, or for
employment.
c) Apply concepts and use vocabulary in informational and technical materials to complete a task.
d) Generalize ideas from selections to make predictions about other texts.
e) Analyze information from a text to draw conclusions.
Writing
11.7
The student will write in a variety of forms, with an emphasis on persuasion.
q) Generate, gather, plan, and organize ideas for writing.
r) Develop a focus for writing.
s) Evaluate and cite applicable information.
t) Organize ideas in a logical manner.
u) Elaborate ideas clearly and accurately.
v) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
w) Revise writing for accuracy and depth of information.
x) Proofread final copy and prepare document for intended audience and purpose.
11.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
g) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological
Association (APA), for producing research projects.
h) Use verbals and verbal phrases to achieve sentence conciseness and variety.
i) Adjust sentence and paragraph structures for a variety of purposes and audiences.
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Research
11.10
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The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a
research product.
a) Narrow a topic.
b) Develop a plan for research.
c) Collect information to support a thesis.
d) Evaluate quality and accuracy of information.
e) Synthesize information in a logical sequence.
f) Document sources of information, using a style sheet, such as that of the Modern Language Association (MLA)
or the American Psychological Association (APA).
g) Edit writing for clarity of content and effect.
h) Edit copy for grammatically correct use of language, spelling, punctuation, and capitalization.
i) Proofread final copy and prepare document for publication or submission.
j) Use technology to access information, organize ideas, and develop writing.
Unit
Enduring Understandings
Styles of literature have changed throughout American history.
Ambiguous endings can have various interpretations based on the text.
Integration of research into writing.
Essential Questions
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How does one interpret a text?
What are the components of the Modernist period?
So many of these short stories have endings that are ambiguous. Can one interpret the author’s
intent based on the rest of the story?
What makes these pieces distinctly Modern?
How do different schools of literary criticism approach a text?
How does one include research into writing?
Essential Knowledge
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Identify traits of Modernism
Identify plot and character motives in short
stories
Interpret ambiguous endings
Identify major schools of literary criticism
Learn how to use literary databases
Learn how to write a works cited page using
MLA format
Skills
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Identify how this literature reflects the
Modernist Period
Analyze plot and character motives through
summary paragraphs and guided questions
Interpret ambiguous endings through
journal writings and class discussions
Conduct secondary research on Modernist
author and story
Research note cards and source cards
Evaluating credibility of sources
Incorporating research in writing
Correctly write a works cited page
Craft a well-reasoned thesis statement
6/20/08
ASSESSMENT EVIDENCE
Performance Tasks
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Other
In media res writing
Fishbowl discussion—students are
given a set of discussion questions and
half the class forms a circle in the center
of the room to discuss the questions,
while the other half of the class forms a
larger circle behind them and takes
notes over the discussion. The outer
circle is not allowed to talk. After 10
minutes, switch students from the inner
circle to the outer circle and vice versa
in order to discuss.
Students will give an individual
presentation that includes oral speaking
skills, creativity and analysis of a writer
and his or her short story
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Culminating short story and author research
paper
Summarizing difficult passages
LEARNING ACTIVITIES
Samples
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Introduce enduring questions
Notes over the Modernist Period
Read selected stories by Ernest Hemingway, Kate Chopin, Flannery O’Connor, William Faulkner
Guided questions for reading comprehension
Summarizing difficult passages
Class discussions
Conduct research
Write a research paper over a Modernist author and short story
Deliver a formal presentation over research paper topic
Students evaluate presentations
6/20/08
English 11 CP
The Great Gatsby
Standards
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
p) Describe contributions of different cultures to the development of American literature.
q) Compare and contrast the development of American literature in its historical context.
r) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and
genres.
s) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary
and historical essays, speeches, and critical reviews
Writing
11.7
The student will write in a variety of forms, with an emphasis on persuasion.
y) Generate, gather, plan, and organize ideas for writing.
z) Develop a focus for writing.
aa) Evaluate and cite applicable information.
bb) Organize ideas in a logical manner.
cc) Elaborate ideas clearly and accurately.
dd) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
ee) Revise writing for accuracy and depth of information.
ff) Proofread final copy and prepare document for intended audience and purpose.
11.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
j) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological
Association (APA), for producing research projects.
k) Use verbals and verbal phrases to achieve sentence conciseness and variety.
l) Adjust sentence and paragraph structures for a variety of purposes and audiences.
Unit
Enduring Understandings
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American literature reflects traditional and contemporary themes, motifs, universal characters, and
genres.
Through reading a novel, a modern reader can experience another time period.
The idea of the American Dream is something that is repeated throughout American Literature.
Symbols in literature add depth and complexity to a reading of a text.
Essential Questions
How does this book portray the qualities of a Modern author?
How do you interpret Daisy? Is she purely naive?
Why is the book entitled The Great Gatsby? What is so great about Gatsby?
Is there only one way to interpret a symbol?
Does interpretation of a symbol have to be based on the text?
How do the symbols in the novel help deepen the reader’s understanding of Gatsby and the other
characters?
How do the themes presented in this novel tie into other novels we have read this semester?
6/20/08
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How is this book a perfect example of the American Dream?
How are elements in the book reflective of the author’s own life?
Essential Knowledge
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Skills
Identify plot and characters in The Great
Gatsby
Define vocabulary words from The Great
Gatsby
Identify literary terms
Practice interpreting a text
Create a thesis statement
Practice writing a passage analysis
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Discuss and identify literary devices in the
novel
Develop a well-reasoned thesis statement
with support from the novel
Write a short passage analysis
Interpret a text through explaining symbols
Peer edit character analysis papers
ASSESSMENT EVIDENCE
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Performance Tasks
Collaborative creative writing—After
learning about the 1920’s and modernism,
have students get into pairs and write a short
story using their knowledge of the time
period. Students are also given a list of
vocabulary words from the 1920’s that they
are to include in their story.
Fishbowl discussion
Character analysis—Students write a short
character analysis on one of the characters
from The Great Gatsby. They are to
identify and write about the character traits
of the person, but put them in a
scene/situation that doesn’t take place in the
book, but would be a believable extension
for the character.
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Other
Quizzes
Objective test
Passage analysis writing
LEARNING ACTIVITIES
Samples
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Introduce enduring questions
Reading assignments
Journal assignments
Character analysis paper
Peer editing
Collaborative creative writing
Class discussions
Videos over Fitzgerald, 1920’s, The Great Gatsby
6/20/08
English 11 CP
Death of a Salesman
Standards
Oral Language
11.1
The student will make informative and persuasive presentations.
m) Gather and organize evidence to support a position.
n) Present evidence clearly and convincingly.
o) Support and defend ideas in public forums.
p) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
Reading Analysis
11.3
The student will read and analyze relationships among American literature, history, and culture.
t) Describe contributions of different cultures to the development of American literature.
u) Compare and contrast the development of American literature in its historical context.
v) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and
genres.
w) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary
and historical essays, speeches, and critical reviews.
11.6
The student will read and critique a variety of dramatic selections.
a) Describe the dramatic conventions or devices used by playwrights to present ideas.
b) Compare and evaluate adaptations and interpretations of a script for stage, film, or television.
c) Explain the use of verbal, situational, and dramatic irony.
Writing
11.7
The student will write in a variety of forms, with an emphasis on persuasion.
gg) Generate, gather, plan, and organize ideas for writing.
hh) Develop a focus for writing.
ii) Evaluate and cite applicable information.
jj) Organize ideas in a logical manner.
kk) Elaborate ideas clearly and accurately.
ll) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
mm) Revise writing for accuracy and depth of information.
nn) Proofread final copy and prepare document for intended audience and purpose.
11.8
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
m) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological
Association (APA), for producing research projects.
n) Use verbals and verbal phrases to achieve sentence conciseness and variety.
o) Adjust sentence and paragraph structures for a variety of purposes and audiences.
Unit
Enduring Understandings
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American literature reflects traditional and contemporary themes, motifs, universal characters, and
genres.
Character development in drama is similar to prose.
Performing a play versus reading a play allows for actor and director interpretation.
The idea of the American Dream is something that is repeated throughout American Literature.
6/20/08
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Symbols in literature add depth and complexity to a reading of a text.
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Essential Questions
Why is Willy Loman considered one of the most tragic figures in all of literature?
Is Linda a loving wife or an enabler?
Is Happy’s name ironic?
How does the story of the Prodigal Son tie into Death of a Salesman?
Who has a more accurate picture of their father? Hap or Biff?
What is the significance of Linda’s last words?
Is there only one way to interpret a symbol?
Does interpretation of a symbol have to be based on the text?
How do the symbols in the play help deepen the reader’s understanding?
How do the themes presented in this play tie into other novels we have read this semester?
How is this play a perfect example of the American Dream?
Essential Knowledge
Skills
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Identify plot and characters in Death of a
Salesman
Define vocabulary words from Death of a
Salesman
Identify literary terms
Practice interpreting a text
Create a thesis statement
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Discuss and identify literary devices in the
play
Develop a well-reasoned thesis statement
with support from the play
Interpret a text through explaining symbols
Perform an excerpt from a play
ASSESSMENT EVIDENCE
Performance Tasks
Other
Collaborative performance—Students are
• Quizzes
assigned to small groups and asked to
• Short answer test with quote identification
perform a short scene from the play. The
• Journals over the American dream
purpose of this assignment is to try acting
by delivering lines, evoking emotion and
blocking a scene.
LEARNING ACTIVITIES
Samples
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Reading assignments over Miller’s life and the Prodigal Son
Read “On Firing a Salesman” by James A. Autry and connect it to Death of a Salesman
Journal assignments
Collaborative performance
Class discussions
Video over Death of a Salesman
6/20/08
English 11 CP
College Application
Standards
Reading Analysis
11.4
The student will read and analyze a variety of informational materials.
b.
Use information from texts to clarify or refine understanding of academic concepts.
f.
Analyze information from a text to draw conclusions.
Writing
11.14 The students will write in a variety of forms, with an emphasis on persuasion.
bb. Generate, gather, plan, and organize ideas for writing.
cc. Develop a focus for writing.
dd. Evaluate and cite applicable information.
ee. Organize in a logical manner.
ff. Elaborate ideas clearly and accurately.
gg. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
hh. Revise writing for accuracy and depth of information.
ii. Proofread final copy and prepare document for intended audience and purpose.
11.15 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and
paragraphing.
a.
Use a style manual, such as that of the Modern Language Association (MLA for research projects.
b.
Adjust sentence and paragraph structures for a variety of purposes.
Unit
Enduring Understandings
The college application process involves organization and planning.
George Mason provides support personnel to guide students through the college application process.
Essential Questions
Why do colleges and universities require information on parent’s background?
Why do colleges and universities require essays?
What are the primary components that college admissions look at?
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Essential Knowledge
Knowledge of the college (s) and
universities GPA, SAT, and ACT
requirements
Knowledge of the noviance program
Knowledge of Mrs. Bracken’s role in the
college application process.
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Skills
Discuss with teacher the topic the students
will address in the college essays.
Write an informative and persuasive essay
about self.
6/20/08
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ASSESSMENT EVIDENCE
Performance Tasks
Students will complete the common application.
Students will write one of the two essays
required on the common application.
Other
LEARNING ACTIVITIES
Samples
Introduction to essential questions
Teacher conference about college essay
6/20/08