COURSE OF STUDY GUIDE
LOWER CAPE MAY REGIONAL SCHOOL DISTRICT
TITLE OF COURSE: ____11th Grade College-Bound American Literature______
DEPARTMENT: ______English______ DATE REVISED: ___Jan. 16, 2015 ____
GRADE: ___11___
I. COURSE ORGANIZATION
Length: ____1 school year______ Credits: ______5_________
Periods Per Week: _______5________ Weighted: ___1.333____
Prerequisite: _____Successful completion of 10th grade English (CB or AP)______
II. COURSE DESCRIPTION
The focus of 11th grade English is the analysis of the many interpretations of the “American Dream.” We
come to an understanding of this through study of both fiction and non-fiction, and a sense of the themes
and ideas presented. Some of the works include Arthur Miller’s The Crucible, Lorraine Hansberry’s A
Raisin in the Sun, and Mark Twain’s The Adventures of Huckleberry Finn. The students will become
familiar with the themes of love and loss, betrayal, and personal sacrifice. Writing assignments will
include research papers, essays, and the composition of poetry. Students will become more aware of the
importance of communication in its many forms, not only written and oral communication, but also
through viewing and listening.
III. COURSE MISSION
It is the expectation of this class that students will develop their own vision of the “American Dream,”
and work towards the achievement of their goals. It will help them function in the modern world by
exposing them to themes of hard work and sacrifice. Students will also be exposed to writing, reading of
historical, modern, and literary texts and appropriate vocabulary.
IV. DEPARTMENT MISSION
The mission of the College Bound English Language Arts Curriculum is to prepare students to function in
the modern era and prepare them for studies post high school. This will be accomplished through rigorous
writing, reading and the practice of vocabulary skills.
VI. COURSE LEVEL ASSESSMENTS & BENCH MARKS
·
Standard Forms
Example: Students will identify, define, and use vocabulary
words correctly in a sentence.
·
Written
Example: Students will compose essays that compare, analyze,
persuade and narrate.
·
Visual
Example: Students will create posters, PowerPoint presentations,
and other visual representations of topics covered.
·
Public Speaking
Example: Students will present papers, posters, and PowerPoint
assignments as well as participating in classroom discussions of
topics covered in class.
VII. POSSIBLE ASSESSMENT TASKS
Written Oral Visual (Throughout course of study)
Essay(s) Group Assignments/Presentation(s)
End of Reading assessment(s) Individual Assignments/Presentation(s)
End of Unit assessment(s)
Vocabulary assessment(s)
Journal entries
Research based writing assignments
Timed writing(s)
PARCC assessment (practice and application)
Final Exam
VIII. CONTENT/SUGGESTED INSTRUCTIONAL TIME
Content Pacing Guide & Standards
Unit Title:
The New Eden and the Road to the Revolution
Essential Question: What do we learn about acceptance from
the interaction of the Native Americans and Puritans? What
were the similarities and differences between the Native
American and Puritan cultures? What are the effects of
propaganda and mass hysteria on the population?
Content
Standards
Time Frame
Earth on Turtle’s Back
CCRA.R1
7-8 weeks
When Grizzlies Walked Upright
CCRA.R2
From the Navajo Origin Legend
SL.11-12.1.c
From Of Plymouth Plantation
W.11-12.3
To My Dear and Loving Husband
W.11-12.4
Huswifery
RL.11-12.5
From Sinners in the Hands of an Angry God
SL.11-12.4
The Crucible
RL.11-12.6
From the Iroquois Constitution
L.11-12.4
L.11-12.6
Context/SAT College-Ready Vocabulary
Major Assessments
Research project:
Students will complete a 5-paragraph essay using current and
historical text to discuss how terror groups, despotic
governments and hate groups use propaganda to spread fear
and control populations. This project will allow for a better
understanding of mass hysteria and the importance of
following current events. It also shows students why we
study history.
Argumentative Essay:
Students will compose an argumentative essay of 2-3 pages
discussing John Proctor’s status as a tragic hero. Students will
compare him to other tragic figures studied in literature, using
multiple pieces of textual evidence to support their position.
This essay is designed to teach the concept of the tragic hero,
as well as universality in literature.
Presentation:
Students will create posters illustrating themes from either
Native American or Puritan culture, and present their finding
to the class. They will act as teachers, and teach other
students about the culture they were assigned to research.
This project will allow them to understand different cultures
and their relationship to one another.
Unit Title:
A Growing Nation
Essential Question: What makes American literature
American? What was the minority experience in the early
days of the country? How did the Industrial Revolution
change life in 19th century America?
Content
Standards
Speech in the Virginia Convention: Patrick Henry
CCRA.R4
Speech in the Convention: Benjamin Franklin
RL.11-12.6
The Declaration of Independence: Thomas Jefferson
RL.11-12.1
From the American Crisis Number 1: Thomas Paine
RL.11-12.3
From the Autobiography of Benjamin Franklin
RL.11-12.9
From Poor Richard’s Almanac: Benjamin Franklin
RI.11-12.4
Straw into Gold: The Metamorphosis of the Everyday:
Sandra Cisneros
W.11-12.2
W.11-12.2b
The Devil and Tom Walker: Washington Irving
L.11-12.5
From The Song of Hiawatha
Fall of the House of Usher
From Self-Reliance: Emerson
From Nature: Emerson
From Civil Disobedience: Thoreau
From Self-Reliance: Thoreau
Time Frame
8-10 weeks
Because I Could Not Stop…: Dickinson
The Adventures of Huckleberry Finn: Twain
From Life on the Mississippi: Twain
From How to Tell a Story: Twain
A Raisin in the Sun: Hansberry
Context/SAT College-Ready Vocabulary
Major Assessments
Analysis Essay:
Using a variety of texts covered in the course of the unit,
students will compose a 5-paragraph essay discussing the
experience of African-Americans throughout the Nation’s
history.
Research Project:
Students will compose a 5-page essay on an approved topic
(person, place, artwork, event, etc.) that is uniquely
American. They will research this topic using three outside
sources. They will use their research to answer the following
question: In what ways has your topic affected Americans
throughout its history, and will it continue to have an effect in
the future? This project is designed to reinforce the MLA
format, as well as having students used varied sources to
develop an essay that relates to the question at hand.
Presentation
Students will present their research projects to the class using
a PowerPoint or Prezi presentation.
Unit Title:
Division, Reconciliation, and Expansion
Essential Question: How did the Civil War help shape
America? What was the experience of women during the
Civil War? How do we avoid similar conflict in the future?
Content
Standards
Time Frame
An Occurrence at Owl Creek Bridge: Ambrose Bierce
CCRA.R5
3-4 weeks
Gettysburg Address: Abraham Lincoln
RI.11-12.1
From Mary Chesnut’s Civil War
RI.11-12.6
Recollections of a Private: Goss
RI.11-12.9
A Confederate Account of the Battle of Gettysburg: McKim
From Black Boy: Wright
RL.11-12.4
RL.11-12.5
Go Down Moses: Traditional
Swing Low…: Traditional
An Account of an Experience with Discrimination: Truth
Context/SAT vocabulary
Major Assessments
Analysis Essay
Using various texts covered during the course of the unit,
students will compose a 5-paragraph essay analyzing the
experience of women during the Civil War
Unit Title:
Disillusion, Defiance, and Discontent
Essential Question: How did modernization result in
isolation and disillusionment in the early American 20th
century?
Content
Standards
Time Frame
The Love Song of Alfred J. Prufrock: T.S. Eliot
CCRA.R3
5- 6 weeks
Winter Dreams: Fitzgerald
W.11-12.1
The Turtle from The Grapes of Wrath: Steinbeck
W.11-12.1a-e
Dust Bowl Blues: Woody Guthrie
W.11-12.6
From A White Heron: Jewett
SL.11-12.1
The Negro Speaks of Rivers/I, Too/Dream Variations:
Hughes
RL.11-12.2
RL.11-12.3
The Great Gatsby: Fitzgerald
RL.11-12.4
RL.11-12.9
RI.11-12.2
Context/SAT vocabulary
RI.11-12.4
Major Assessments
Argumentative Essay
After reading “The Love Song of J. Alfred Prufrock” and The
Great Gatsby, compose an essay discussing whether you
agree or disagree with the following statement: Prufrock and
Gatsby have similar characters. Use at least three pieces of
textual evidence to support your position.
Unit Title:
Prosperity and Protest
Essential Question: How does literature shape or reflect
society? What is the cost of achieving the American Dream?
Content
Standards
Time Frame
Death of the Ball Turret Gunner: Jarrell
CCRA.R1
4-5 weeks
Battle of the Easy Chair: Seuss
RI.11-12.8
Backing the Attack: Editors of the New York Times
RI.11-12.3
Inaugural Address: Kennedy
RL.11-12.4
Letters from Birmingham City Jail: King
RL.11-12.3
Of Mice and Men: Steinbeck
W.11-12.1
Introduction to writing sonnets
W.11-12.2d
W.11-12.4
Context/SAT vocabulary
Major Assessments
Compose a Sonnet
Students will compose a sonnet, in the Shakespearean
tradition, discussing the relationship between two characters
from Of Mice and Men using the point of view of one of the
major characters from the novel. This will also serve as an
introduction to William Shakespeare.
Unit Title:
Politics and Persuasion
Essential Question: What is Universality in literature? What
lessons can be learned from the past?
Content
Standards
Time Frame
Julius Caesar
RL.11-12.2
3-4 weeks
Various Shakespearean Sonnets
RL.11-12.3
RL.11-12.4
Context/SAT vocabulary
RL.11-12.6
RL.11-12.7
Major Assessments
RL.11-12.10
Analysis Essay:
W.11-12.1
Students will compose a 5-paragraph essay analyzing the
speeches of Brutus and Mark Antony. They will decide
which speech was more effective.
W.11-12.1a-e
W.11-12.4
W.11-12.10
SL.11-12.1
IX. MODIFICATIONS: INCLUSION TECHNIQUES/ENRICHMENTS
Possible instructional techniques may include but may not be limited to the following:
Resource Center – A course of study will be modified to accommodate the specific needs of a
special education student as outlined in his/her IEP.
Inclusion – Peer tutoring, computer software, oral tests, visual organizers, study guides, and
cooperative learning activities
Enrichments – Field trips, guest speakers, brochure design, simulations, drama, and poetry
Students are provided with a basic text and/or supplemental curricular materials that are used for assigned
readings, discussion, and information gathering. Through teacher-directed instructional activities, students
are asked to acquire knowledge, develop an understanding of content, apply information to their own
lives, analyze data, synthesize material, and make evaluative judgments.
When planning each lesion, teachers select specific objectives, organize material to achieve maximum
understanding, make associations, and check for understanding at frequent intervals. Technology is used
when appropriate. Suggestions for specific assignments and student activities are found in the teacher’s
resource guide of the approved textbook series.
X. INTERDISCIPLINARY CONNECTIONS/MULTICULTURAL MATERIALS
Videos: Illustrations: Art: Music: Other Subjects
XI. MATERIALS/TECHNOLOGY
Text (Prentice Hall Literature: The American Experience - Common Core Edition
Multimedia access (laptop/computer lab access)