LITTLESTOWN AREA SCHOOL DISTRICT
WORLD LITERATURE
Subject
English
Grade Level
11
Mission Statement
K-12 Mission Statement for <subject area: ie, English Language Arts (ELA); mathematics; science, social studies>
A standards-based English/Language Arts education at Littlestown Area School District will provide authentic experiences where students connect
with their world by applying and integrating reading, writing, listening, and speaking concepts and strategies throughout their daily experiences.
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On a social level, our English/Language Arts learners will be collaborative as well as independent, risk- takers, who are self-motivated and
confident.
o Therefore, students will have opportunities for authentic learning experiences where they will work together to transfer and apply
ELA concepts to real world situations/problems.
Assessments should be ongoing, diagnostic, and aligned with instruction.
o Therefore, students will engage in multiple authentic assessment opportunities.
Students will be lifelong learners.
o Therefore, we will facilitate instruction and curriculum designed to develop students, who will be informed and active problem
solvers.
Instruction should be relevant, meaningful, and evidence-based.
o Therefore, we will facilitate differentiated instruction and assessments based on evidence collected throughout the student
experience.
Course Description
What is it that students will learn during this course?
Eleventh grade English is a world literature course that has been designed to help students build knowledge, gain insight, broaden perspective and develop
global understanding. This course will guide students in making complex connections between literature of different genres, places, and time periods; as well as
connections between literature and contemporary issues and personal experience. This course will create and advance student ability to build meaning and
transfer understanding to new learning via selected texts. Additionally this course is designed to:
 Advance student understanding of the elements of literature
 Create and advance students understanding of the relationships that exist between various literary elements
 Increase student ability to analyze complex literature on multiple levels
 Create and advance student ability to identify and analyze universal themes and other relationships between a variety of pieces of writing
 Create and advance student ability to analyze the connection between history and literature
 Create and advance student understanding of the influence culture has on literature and a reader’s unique understanding of literature
 Create and advance critical thinking skills
 Continue to develop student writing skills and enhance student ability to examine and express complex ideas
 Continue the skills of writing with focus, organization, and clarity
 Develop skill at using evidence to analyze and express main idea and support a thesis
 Continue to develop student control and understanding of grammar and conventions
 Increase student vocabulary
LITTLESTOWN AREA SCHOOL DISTRICT
WORLD LITERATURE
Subject
Title of Unit
English
Analyzing Elements of Literature through Comparative
Short Stories
Grade Level
11
Time Frame
4-6 weeks
Stage 1 - Desired Results
Established Goals (Learning Outcomes)
What content standards (designate focus standards with an ‘F’) and program- or mission-related goal(s) will this unit address? What habits of mind and cross disciplinary
goals will this unit address (example 21st Century Skills)?
Standard Goals:
Reading:
CC.1.3.11–12.A Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the
themes; provide an objective summary of the text.
CC.1.3.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs.
CC.1.3.11–12.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and
related to an author’s implicit and explicit assumptions and beliefs.
CC.1.3.11–12.F Evaluate how words and phrases shape meaning and tone in texts.
CC.1.3.11–12.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
Writing:
CC.1.4.11–12.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
CC.1.4.11–12.B Write with a sharp, distinct focus identifying topic, task, and audience.
CC.1.4.11–12.C Develop and analyze 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 knowledge of the topic; include graphics and multimedia when useful to aiding
comprehension.
CC.1.2.11–12.I Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical
features.
Program Goals:
Analyze the elements of literature and their use in multiple texts
Analyze literature at an increasingly independent and complex level
Apply literature and themes to contemporary situations and current events
Analyze universal themes between multiple texts
Analyze the connection between history and literature
Analyze the influence of culture on a piece of literature and on a reader’s understanding
Transfer
What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to…..
LITTLESTOWN AREA SCHOOL DISTRICT
WORLD LITERATURE
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Students will be able to independently use their learning to analyze new information, texts, and situations and make informed, thoughtful judgments
based on their analysis. The skills that can be gained from analyzing literature can be applied many life situations. Students will learn to think
critically and analytically in new and challenging situations. Additionally the life lessons and experiences reflected in great works of literature can be
used to make thoughtful decisions and to evaluate the world we live in.
Students will be able to independently use their learning to persist when faced with challenging texts and ideas. Many aspects of life present a variety of
challenges. Learning to work through difficult problems, and difficult texts, is an essential life lesson.
Students will be able to independently use their learning to empathize. Literature exposes readers to many themes, motifs, conflicts, and character
struggles. Making connections to literature can teach empathy and understanding.
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Meaning
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? What misunderstandings are
What provocative questions will foster inquiry, meaning-making and transfer?
predictable?
Students will understand that...
Students will keep considering….
The culture of a work of literature will develop unique themes. But there are
How are history and literature connected? Why is historical context necessary for
universal themes and ideas that can be found in literature from all cultures.
understanding certain works of literature?
Writers use literature as an agent for social and cultural change.
How do authors use different literary elements, such as figurative language, to
Cultural mores are complex and greatly influence the themes and conflicts a writer
convey ideas and develop themes?
may choose to focus on.
Why are some themes universal?
Literature can provide insights and experiences that extend beyond one’s immediate
Why is conflict so significant in developing theme?
world.
What elements of a story does an author use to develop characters?
What role do symbols play in literature?
What does it mean to be human? How does this vary in different cultures and
times?
What role does oppression play across the world and in different times? Will we
Related misconceptions…
ever have a world where people do not oppress each other?
Student understanding of other cultures may be minimal and will vary widely from
What role has colonization played across the globe and through all cultures?
student to student. Background should be provided for each continent or region
How does a desire for power drive the course of human history>
covered.
Acquisition
What facts and basic concepts should students know and be able to recall? This
What discrete skills and processes should students be able to use? List the skills
content knowledge may come from the established goals or address pre-requisite
and/or behaviors students will be able to exhibit as a result of their work in this
knowledge essential for this unit.
unit.
LITTLESTOWN AREA SCHOOL DISTRICT
WORLD LITERATURE
Students will know...
Plot characters and setting of the texts
Background specific for each area
The literary elements including:
 Motif, symbol, tone, mood, theme, figurative language (metaphor,
personification, etc…), character, point of view, archetype, allusion, conflict
The writing process
The process of literary analysis
Students will be skilled at…
Close readings
Recognizing and identifying literary elements
Selecting valid textual evidence to support claims
Analyzing multiple works of literature for archetypal themes, characters,
symbols, and situations
Evaluating an author’s diction to determine tone
Using the writing process
Writing in an academic tone with task and audience in mind
Stage 2 –Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of
understanding be evaluated? Students will show their learning by…
Students will write a dialogue between two characters from different cultures and demonstrate understanding of conflict, characterization, and word choice.
Analysis of a cold read.
Create a presentation in which they use three stories to address the role culture plays in conflict and theme.
Universal theme project and presentation.
Other Evidence
Through what other evidence (work samples, observations, quizzes, tests, journals
or other means) will students demonstrate achievement of the desired results?
Tests, quizzes, study guides, class discussions, small group work,
Student Self-Assessment
How will students reflect upon or self-assess their learning?
Editing and revision, class discussion, small group discussions
January 2015
Adapted from: Wiggins, G. and McTighe, J., (1998). Understanding by Design. Alexandria, VA: ASCD.