English 11
Common Core State Standard-ELA Link Key
Reading Standards for Literature
Reading Standards for Informational Text
Writing Standards
Speaking and Listening Standards
Language Standards
RL
RI
W
SL
L
Assessment Key
A
Assigned Homework
Includes but is not limited to reading, worksheets, workbook exercises, project preparation,
preparation for class discussion
W
Writing
Includes expository, argumentative, and narrative essays as either process or timed writings,
written responses as part of both formative and summative assessments, research papers
F
Formative Assessment
(informal assessment) Includes but is not limited to quizzes, worksheets, group/individual in-depth
analysis, class discussion, short written responses
S
Summative Assessment
(formal assessment) Includes but is not limited to written unit tests, research papers, projects (both
group and individual)
P
Performance Assessment (formal assessment) either Presentational (expository or persuasive) or creative including
recitations, dramatizations, posters, video creations, etc.
1st Semester
Unit 1:
Summer Reading
Fahrenheit 451
1 week
Unit:
Vocabulary
Acquisition Units
1-3
(Begin Week 2)
Objective
Common
Core
ELA
Standard
State
Standard
National
Standard
Assessment
Course overview and syllabus.
Instruction and assessment of students on the summer reading assignment,
analyzing various aspects of Fahrenheit 451 to include themes,
characterization, symbolism, author choice of development and diction, and
structure, and point of view and to determine student’s ability to cite strong
and thorough evidence to support analysis of what the text says explicitly
and implicitly and display this thinking through discussion and an essay
(diagnostic)
Vocabulary Acquisition Units 1-3 (concurrent with other units)
RL 1,2,3,5
W 1,4,5,9
SL 1
L 1-6
2.0
3.0
5.0
8.0
inclusive
788-792
795
W
F
S
L 4,5
1.0
inclusive
921, 924,
926, 928
A
F
S
SWBAT understand the link between literature and history, determine two or
more themes or central ideas of a text and how they interact, provide an
objective summary of the text, understand the importance of Native
American stories in American Literature, recognize cultural differences
through personal narratives, compare origin myths to Catholic beliefs and the
book of Genesis
RL 1, 2, 5, 9
W3
SL 1
L 1-6
4.12.3
4.4.4
3.2.19
864
856
921
924
926
928
A
F
W
P
4 Weeks/Unit
Unit 2: Meeting of
Cultures
1 Week
Texts: “The Earth on Turtle’s Back,” “When Grizzlies Walked Upright,” from
“The Navajo Origin Legend,” “Genesis”
SWBAT analyze the technique of emotional appeal through slave narratives.
Unit 3: Narrative
Accounts
1 week
Unit 4: Voices for
Freedom (Age of
Reason)
3 Weeks
Unit 5: Teacher’s
Choice Novel
3 weeks
Unit: Vocabulary
Acquisition Units
4—6
4 Weeks
Unit 6: The
Crucible
4 Weeks
RL 1, 2, 5,9
W3
SL 1
L 1-6
3.12.7
1.12.4
3.12.5
3.12.6
RI 1, 2, 3, 4,
5, 6, 8, 9,
W 1,2,4, 9
SL 1, 2, 3,
4, 6
L 1-6
RL 1-9
W 1,4,5,6, 9
SL 1
L 1-6
6.12.5,
4.12.3,
8.12.3,6.12.6
Vocabulary Acquisition Units 4-6 (concurrent with other units)
SWBAT identify and explain the following literary elements in The Crucible:
plot structure, direct and indirect characterization, allusion, and verbal and
dramatic irony. SWBAT recognize and explain the influence of historical
events on the shaping of literature via examination of trial documents and
nonfiction materials on The Red Scare.
Texts: “The Narrative of Olaudah Equiano” and excerpt from “Narrative of the
Life of Frederick Douglass”
SWBAT: analyze rhetorical devices including, hyperbole, persona, charged
words, logical, emotional, and ethical appeal, in a variety of nonfiction texts
including “The Autobiography of Ben Franklin,” “The Federalist Papers,”
Patrick Henry’s speech at the Virginia Convention, “The Declaration of
Independence,” “Letter from a Birmingham Jail,” as well as modern editorials.
Students will read a TBD novel known for its impact on American Literature
and will focus on language, character development, plot structure, and major
themes
891-892
938
A
W
F
S (TT over
units 2 and
3)
PA
A
W
F
S (TT)
P
3.12.6,
6.12.4,
3.12.1,
3.12.8
856861,867
L 4,5
1.0 Inclusive
921, 924,
926, 928
A
F
S
W
PA
A
F
S
RL 1-9
RI 1, 3, 4, 7
W 1, 4, 5, 6,
9
SL 1, 2, 3
L-1-6
1.12.2,
2.12.2,
3.12.1
906-909;
856-859
A
W
F
S
PA
Unit
Vocabulary
Acquisition Units
7-9
Vocabulary Acquisition Units 4-6 (concurrent with other units)
SWBAT identify and explain elements of Romanticism in the works of “The
Devil and Tom Walker” and various romantic poems (i.e. “A Psalm of Life,”
Unit 7:
“The Tide Rises, The Tide Falls,” “Thanatopsis,” and from “Snowbound” and
Romanticism /
to articulate the difference between romantic and Gothic literature in the
Gothic Literature works of “The Fall of the House of Usher,” and “The Minister’s Black Veil.”
4 Weeks
SWBAT articulate the influence of history on these genres. SWBAT
understand, identify and explain romantic setting, metaphor, symbolism,
imagery, theme, poetic devices.
As a continuation of the Romantic unit, SWBAT identify and explain the
Unit 8:
philosophies of the transcendental movement in literature such as “Nature,”
Transcendentalism “Self-Reliance,” “Walden,” and “Civil Disobedience” and will be able to
2 Weeks
identify the links between the history of the era and the development of
Romanticism and Transcendentalism.
nd
2
Semester
Unit 9: American
Poetry (Dickinson
and Whitman)
2 Weeks
Objective
SWBAT expand knowledge of and analyze poetic devices to include slant
rhyme, figurative language, free verse, diction, rhyme scheme, and meter
L 4,5
1.0 Inclusive
921, 924,
926, 928
A
F
S
RL 1-9
W 1, 2, 4, 5,
6, 9
SL 1
L 1-6
4.4.4, 4.12.3,
6.4.4, 3.12.3,
3.12.6
856-61,
878-83,
890-95,
906-09
A
W
F
RL 1-9
W 1, 2, 4, 5,
6, 9
SL 1, 2, 3
L 1-6
4.12.4, 6.4.4,
6.12.1,
6.12.5,
3.12.9,
3.12.4
856-61,
878-83,
890-95,
906-09
A
W
F
S
PA
Common
Core
ELA
Standard
State
Standard
RL 1-9
W 1,2,4
SL 1
L 1-6
3.12.3,
3.12.6,
6.12.5
National
Standard
856-61,
878-83,
890-95,
906-09
Assessment
A
W
F
S
PA
Unit:
Vocabulary
Acquisition Units
10-12
4 Weeks
Vocabulary Acquisition (concurrent with other units)
L 4,5
1.0
inclusive
921, 924,
926, 928
A
F
S
SWBAT understand and explain history’s impact on literature regarding the
evolution of the genres of realism and regionalism and will analyze
characteristics of these genres in various short stories including:
RL 1-9
SL 1
L 1-6
856-61
867-75
A
F
S
W
Realism: “An Occurrence at Owl Creek Bridge,” and “An Episode of War”
Regionalism: “The Notorious Jumping Frog of Calaveras County,” “The
Outcasts of Poker Flats,” and “To Build a Fire”
SWBAT analyze the evolution of American literature in the modern era and
explain the use of literature as representative of the era in which it is written
through study of The Great Gatsby. Students will focus on analysis of novel
structure, characterization, symbolism, and theme as representative of the
era of the 1920s
4.4.4, 4.12.4,
6.4.4, 5.12.2,
3.12.1,
3.12.3,
3.12.6
RL 1-9
W 1,2,4, 5,
6, 9
SL 1
L 1-6
4.12.4,
6.12.5,
6.12.2,
3.12.8, 6.4.4,
3.12.1
856-61,
867-75
W
S
F
A
PA
SWBAT demonstrate understanding of MLA format and writing conventions
by producing a research paper. (concurrent with other units)
RI 1-9
W 4-9
L 1-6
856-61,
867-75
A
W
F
S
Vocabulary acquisition concurrent with other units. Units 13-15
L 4-5
4.12.3,
3.12.4,
3.12.2,
3.12.8,
1.12.4
1.0
921, 924,
926, 928
A
F
S
On Going
Unit 10: Realism
and Regionalism
4 Weeks
Unit 11:
The Great Gatsby
4 Weeks
Unit:
The Research
Paper (Concurrent
with Other Units)
3 weeks
Unit Vocabulary
Acquisition
Units 13-15
On Going
4 Weeks
Unit 12:
Modernism
1-2 Weeks
SWBAT analyze elements of Modernism in works from Eliot, Williams,
Cummings, Frost, Hemingway, Sandburg and Anderson.
RL 1-9
SL 1
L 1-6
Unit 13:
The Harlem
Renaissance
1-2 Weeks
SWBAT understand how to draw inferences about an author through study of
the Harlem Renaissance. Students will focus on POV, comparisons, imagery
and diction in works from Toomer, Hurston, Hughes, and McKay, Cullen, and
Bontemps
RL 1-9
SL 1
L 1-6
Concurrent with other units, students will do outside reading of a TBD
contemporary choice novel.
RL 1-9
W 1, 2, 4, 5,
9
SWBAT understand and explain the difference in technique between fiction
works and essays and will understand the characteristics of creative
nonfiction in works such as “The Mortgaged Heart,” “Onomatopoeia,”
“Coyote v. Acne,” “Straw into Gold,” “For the Love of Books,” “Mother
Tongue,” or other works deemed appropriate by the teacher.
RI 1-9
W3
SL 1
L 1-6
Unit 14:
Teacher’s Choice
Contemporary
Novel
3 Weeks
(Concurrent)
Unit 15:
The Essay
2 Weeks
6.12.5,
4.12.4,
3.12.6,
3.12.3,
3.12.1,
6.12.5,
4.12.4,
3.12.6,
3.12.3,
3.12.1
4.4.4, 4.12.4,
6.4.4
856-61,
867-75
A
F
856-61,
867-75
A
F
S
PA
856-61,
867-75
A
F
S
W
PA
6.12.5,
3.12.6,
6.12.3,
6.12.1
3.12.9
856-61,
867-75
A
F
W
Unit 16:
Teacher’s Choice
Week
2 Weeks
Focus on short stories in contemporary literature or catching up on mapping
as needed.