Common Core Overview Grade 11
Quarters
1
2
Reading for
Literature
-Textual evidence
-Drawing inferences
-Determine themes and
elements of a story
See RL.11-12.1-3, 5
-Textual evidence
-Drawing inferences
-Determine central ideas
-Analyze ideas or sequence of events
-Analyze structure for clarity
See RI.11-12.1-3, 5
-Determine contextual
meaning of words and
phrases
-Study of language:
figurative, connotative,
tone
See RL.11-12.4
-Determine contextual meaning of words and phrases
-Study of language: figurative, connotative, technical
meaning
See RI.11-12.4
-Point or purpose: rhetoric, style, content
-Integrate and evaluate multiple sources
See RI.11-12.6-7
3
4
Reading for Information
-Point of view: satire,
sarcasm, irony,
understatement
-Analyze multiple
interpretations of stories,
dramas, and poems.
-Demonstrate knowledge
of American literature:
18th, 19th and early 20th
century
See RL.11-12.6,7,9
-Delineate and evaluate the reasoning in seminal U.S.
texts (e.g., U.S. Supreme Court majority opinions and
dissents, The Federalist and presidential addresses)
-Analyze17th, 18th and early 19th century U.S. documents
for themes, historical significance and rhetorical features
(e.g., The Declaration of Independence, the Preamble to
the Constitution, the Bill of Rights, Lincoln’s Second
Inaugural Address)
** Note 17th, 18th, and 19th century documents could be
taught chronologically throughout the year instead of
fourth quarter.
See RI.11-12.8-9
Writing
Narrative/InformativeExplanatory/Argument
*Writing Process
See W.11-12.4-8, 10
*Narrative
-Situation and significance
-Narrative techniques
-Sequence events
-Sensory language
-Provide conclusion and reflection
See W.11-12.3, 10
*Argument
-Introduce and develop claims and
counter claims
-Anticipate audience knowledge and
concerns
-Create cohesion and clarity
-Establish formal and objective tone
-Provide concluding statement
See W.11-12.1
*Research
-Introduce topic and establish MLA
style
-Develop topic
-Use transitions to develop cohesion
-Use precise language
-Establish formal and objective ton
-Provide conclusion
See W.11-12.2
*Literary/Informational Analysis
-Demonstrate knowledge of American
Literature
-Reference 11-12 Reading Standards
for literature and literary nonfiction
See W.11-12.9
Speaking and Listening
Language
-Initiate and participate in a range of
discussions: prepared, collaborate,
perspective, thoughtful response and
reflection (e.g. Socratic seminars,
teacher directed)
See SL.11-12.1
-Demonstrate command of grammar
and usage: understand and research
contested usage
-Demonstrate command: capitalization,
punctuation (hyphens) and spelling
-See page 30 of Common Core
L.11-12.1-2
-Integrate multiple sources of
information from diverse formats and
media
-Evaluate credibility and accuracy
See SL.11-12.2
-Understand how language functions in
different contexts: vary syntax for effect
-Determine meaning of unknown and
multiple-meaning words: context,
patterns and word changes, verification
of word meanings by consulting
reference materials
-Understand figurative language, word
relationships, and nuances, and figures
of speech (e.g. hyperbole, paradox)
See L.11-12.3-5
-Evaluate speaker’s: point of view,
reasoning, use of evidence, rhetoric
-Present information
-Make strategic use of digital media
See SL.11-12.3-6
-Adapt speech to variety of contexts
and tasks
**Note informal speeches could be
used in earlier quarters.
See SL.11-12.6
-Demonstrate independent vocabulary
acquisition and usage of academic and
domain-specific words and phrases
See L.11-12.6
Granite School District 11th Grade Common Core
Granite School District Common Core Template: Drilling Down and Grade Level – Grade 11
Note – The standards/I can statements and complexity builds are directly from the Common Core. The Holt Resources (Literature and Language,
Other Resources, MyAccess, Assessments Formative/Performance and Academic Language should be used at the teacher’s discretion. The
material assigned to each quarter can be switched around; however, since American Literature is basically a chronologically based course that is
how the material is laid out. Remember that these are simply suggestions for the teacher and NOT set in stone. It was suggested that students
begin with narrative writing, move on to informative/explanatory and finish with argumentative (persuasive)—any of these can culminate with
a research paper and presentation.
Quarter
1
Standards/I Can
Statements
RL & RI.11-12.1
I can support analysis with
strong and thorough
textual evidence including
what the text says
explicitly, as well as
inferentially.
I can determine where the
text leaves matters
uncertain.
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
Assessments
Formative/Performance
RL &RI.11-12.1 Build on
text analysis to:
Determining where the
text leaves matters
uncertain.
Elements of Literature:
From Gates Curriculum - Unit
One:
Religion in Eighteenth Century
America (National Endowment
for the Humanities) (RI.11-12.2,
RI.11-12.3)
This curriculum unit, through the
use of primary documents,
introduces students to the First
Great Awakening, as well as to
the ways in which religiousbased arguments were used
both in support of and against
the American Revolution.
Africans in America (Part
1) (PBS) (RL.11-12.1, RI.11-12.1,
LS.11-12.1)
From Gates Curriculum – Unit
Two:
Art, Music, and Media
Prompt: How did artists portray
historical figures and events
from the founding of America?
Art
Emanuel Leutze, Washington
Crossing The Delaware (1851)
From Gates Curriculum – Unit One:
Collaborate
Reflect on seminar questions, take notes on your
responses, and note the page numbers of the textual
evidence you will refer to in your seminar and/or
essay answers. Share your notes with a partner for
feedback and guidance. Have you interpreted the text
correctly? Is your evidence convincing? (RL.11-12.1,
RL.11-12.10, SL.11-12.1)
Seminar and Essay
“Does Anne Bradstreet’s work typify or differ from the
other Puritan literature that you have read?” Write an
essay in which you use at least three pieces of textual
evidence to support an original thesis statement.
(RL.11-12.9, W.11-12.9, SL.11-12.1)
Seminar and Essay
Select one passage from one of the poems and one
from one of the informational texts that treat a similar
theme. How are the themes revealed in the different
genres? What different techniques/literary devices do
the authors use to convey theme? Write an essay in
which you use at least three pieces of textual evidence
to support an original thesis statement. (RL.11-12.2,
W.11-12.2, W.11-12.9, L.11-12.5)
Seminar and Essay
How could contemporary Americans approaches to
RL.11-12.2
Moving from determine
one central theme to:
Determine two or more
themes or central ideas.
RL & RI.11-12.2
I can determine two or
more themes or central
ideas of a text.
Begin to: Analyze how
they interact and build
on one another.
I can analyze theme
development over the
course of the text (RL), or
provide an objective
summary of texts (RI).
RL.11-12.3 Move from
character analysis and
begin to: Analyze the
impact of the author’s
choices regarding how
to develop and relate
elements of a story or
drama.
RL.11-12.3
I can analyze the impact of
the authors’ choices
Page 2 of 18
OVERVIEW -UNIT ONE
It focuses primarily on the
nonfiction prose—including
sermons and diaries—and
some poetry in the
seventeenth and early
eighteenth centuries.
Students examine the works
of some of the earliest
settlers in various parts of
the “new world.” They
consider the significance of
the intersection of Native
American, European, and
African cultures. They
explore whether conflicts
were inevitable and how
language and religion served
as barriers and as bridges.
Students look for emerging
themes in American
literature, such as the “new
Eden” and the “American
dream.” Finally, art works
from the period are
Academic
Language
Vocabulary Terms
come from Holt’s
Elements of
Literature and
Gates Curriculum:
Alliteration
Allusion
Analogy
Analyze
Anecdote
Archetype
Arguments
Audience
Characterization
Chronological order
Claim
Collaboration
Compare/Contrast
Connotation
Deism
Denotation
Description/Express
Dialogue
Emotional Appeals
Evaluate
Evidence
Granite School District 11th Grade Common Core
Quarter
1
Standards/I Can
Statements
regarding elements of a
story or drama.
RI.11-12.3
I can analyze a complex set
of ideas or sequence of
events.
RL& RI.11-12.5
I can analyze and evaluate
the
effectiveness/aesthetic
impact of the structure
authors use in their
writing.
W.11-12.3
I can write narratives to
develop real or imagined
experiences.
I can establish one or
multiple point(s) of view,
and introduce a
situation/problem,
narrator and/or
characters.
I can use narrative
techniques, such as
dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences,
events, characters and
sequencing.
I can use telling details and
sensory language to
Page 3 of 18
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
Assessments
Formative/Performance
RI.11-12.3 Move from a
basic analysis of a series
of ideas to: 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 the text.
examined for their
treatment of similar themes.
ESSENTIAL QUESTION:
“Why do people explore
new worlds?”
UNIT ONE
Short Stories Native American Myths
Novel Excerpt –
“The Way to Rainy
Mountain,”
Poetry –
“Upon the Burning of Our
House,”
“Huswifery”
Informational Text“La Relacion,”
“Of Plymouth Plantation,”
“Sinners in the Hands of an
Angry God”
Plays The Crucible
OVERVIEW – UNIT TWO –
Building on the themes
explored in unit one,
students trace the
movement towards
revolution and the colonists’
desire to establish a new
government, noting the
differences in opinions
between federalists and antifederalists and how the
arguments were made.
Students compare the
radical purpose and tone of
the Declaration of
Independence to the
measured and logical tone of
John Trumbull, Declaration of
Independence (1819)
John Copley, Paul Revere (ca.
1768)
Thomas Pritchard Rossiter,
Washington and Lafayette at
Mount Vernon (1859)
Gilbert Stuart, James Monroe
(ca. 1820-1822)
Gustavus Hesselius, Lapowinsa
(1735)
Auguste Couder, Siège de
Yorktown (ca. 1836)
Unit Two – Other Sources The Declaration of
Independence: “An Expression of
the American Mind” (National
Endowment for the Humanities)
(RI.11-12.2, RI.11-12.5)
This lesson plan is divided into
two parts; teachers can choose
to use one or both of them:
Activity 1: The structure of the
Declaration: introduction, main
political/philosophical ideas,
grievances, assertion of
sovereignty.
Activity 2: The
ideological/political origins of
the ideas in the Declaration.
Jefferson vs. Franklin:
Renaissance Men (National
Endowment for the Humanities)
(RI.11-12.5)
Jefferson vs. Franklin:
Revolutionary Philosophers
(National Endowment for the
Humanities) (RI.11-12.1)
Africans in America (Part 2) (PBS)
religion be traced to Puritan origins? Write an essay in
which you use at least three pieces of textual evidence
to support an original thesis statement. (RI.11-12.4,
RI.11-12.9, W.11-12.2)
Classroom Activity, Essay or Seminar Question
View a staged or film version of The Crucible. Discuss
the question “Is John Proctor a tragic figure? Why or
why not?” Compare him to other tragic figures studied
in grade 9, such as Oedipus Rex. Write an essay in
which you use at least three pieces of textual evidence
to support an original thesis statement. (RL.11-12.3,
RL.11-12.7)
Speech
Select a one to two minute passage from one of the
texts and recite it from memory. Include an
introduction that states:
-What the excerpt is from
-Who wrote it
-Why it exemplifies Puritan literature. (RL.11-12.9,
SL.11-12.6)
RL.11-12.5 Move from
basic structure and
begin to: Analyze how
an author’s choices
contribute to its
overall structure and
meaning as well as its
aesthetic impact.
RI.11-12.5 Move from
analysis to: evaluate the
effectiveness of the
structure an author
uses in his or her
exposition or argument,
including whether the
structure makes points
clear, convincing, and
engaging.
W.11-12.3 Make sure
the claim is a:
knowledgeable claim(s);
establish the
significance of the
claim(s), developed
thoroughly; anticipate
audience values and
From Gates Curriculum – Unit Two –
Collaborate
Reflect on seminar questions, take notes on your
responses, and note the page numbers of the textual
evidence you will refer to in your seminar and/or
essay answers. Share your notes with a partner for
feedback and guidance. Have you interpreted the text
correctly? Is your evidence convincing? (RL.11-12.1,
SL.11-12.1)
Essay
Imagine that you are an early American colonist. Write
a letter to a family member or friend persuading him
or her to join your fight for American independence.
Use at least three pieces of textual evidence to
support an original thesis statement. (W.11-12.1,
W.11-12.9b)
Essay
Write essay in which you explain Madison’s use of the
Academic
Language
Historical context
Imagery
Inference
Interpretations
Logical Appeals
Metaphor
(Extended &
Conceit)
Meter
Narrative
Pacing
Parallelism
Personification
Plot Line
Purpose
Rationalism
Reflection
Rhetorical Question
Satire
Summarize
Synonyms
Syntax
“The Great
Awakening”
Theme
Tone
Granite School District 11th Grade Common Core
Quarter
1
Standards/I Can
Statements
Complexity
Builds
convey a vivid picture.
biases, vary syntax.
I can provide a conclusion
that follows from and
reflects on what is
experienced, observed, or
resolved over the course
of the narrative.
W.11-12.10 No Change
W.11-12.10
I can write routinely over
extended time frames and
shorter time for a range of
tasks, purposes, and
audiences.
SL.11-12.1
I can initiate and
participate effectively in a
range of collaborative
discussions (one- on-one,
in groups, and teacher-led)
with diverse partners.
I can explicitly draw on my
preparation by referring to
evidence from texts to
stimulate well-reasoned
exchange of ideas.
I can work with peers, set
clear goals and deadlines,
and establish individual
roles as needed.
I can propel conversations
by posing and responding
to questions that probe
reasoning and evidence.
Page 4 of 18
SL.11-12.1 In
discussions begin to
move from broader
themes to: 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.
Move from summary to:
Synthesize comments,
claims, and evidence
made on all sides of an
issue; resolve
contradictions when
possible; and determine
what additional
information or research
is required to deepen
the investigation or
complete the task.
L.11-12.1 Move from
structure and word
choice to: Apply the
understanding that
usage is a matter of
convention, can change
over time, and is
sometimes contested.
Holt Literature/
Language
the Preamble to the
Constitution. They will
analyze the expression of
conflict between colonists
and the British government,
between colonists and
Native Americans, and
between colonists and
slaves. They will begin to
recognize the emerging
theme in American literature
of “American
exceptionalism.” Art works
from the period will be
examined for their
treatment of similar themes.
ESSENTIAL QUESTION:
“What is unique about the
founding of America?”
UNIT TWO
Informational Text “Speech to the Virginia
Convention,”
“The Crisis #1,”
“from Poor Richard’s
Almanack” – The Way to
Wealth, “The Declaration of
Independence”
Prose from “The Interesting
Narrative of the Life of
Olaudah Equiano”
Novels Teachers are free to choose
a novel or novels that apply
to the time period if they
choose to read a novel at all.
**Note that using a
Resources and
MyAccess!
(RL.11-12.1, RI.11-12.1, LS.1112.2)
From MyAccess: High School;
English or Literature; Narrative
1. Discuss the importance of
reputation with respect to one
of the characters in Arthur
Miller’s The Crucible
2. After carefully reading The
Crucible by Arthur Miller,
imagine you live at the time of
the Salem Witch Trials. You have
seen many of your friends and
loved ones executed due to false
accusations. Write a letter to
Danforth persuading him to put
an end to this situation. Make
sure to include details and
examples from the text to
support your argument.
3. "He (King George) has waged
cruel war against human nature
itself, violating its most sacred
rights of life and liberty in the
persons of a distance people
who never offended him,
captivating and carrying them
into slavery in another
hemisphere, or to incur
miserable death in their
transportation thither. . . . He
has (stopped) every legislative
attempt to prohibit or to restrain
this execrable commerce
determining to keep open a
market where (people) should
be bought and sold…." - Thomas
Jefferson
Assessments
Formative/Performance
term “faction” in Federalist No. 10. Use at least three
pieces of textual evidence to support an original thesis
statement. (RI.11-12.4, W.11-12.2, W.11-12.9b)
Seminar and Essay
Do The Declaration of Independence and The
Constitution share similar tones? Why or why not?
Use at least three pieces of textual evidence to
support an original thesis statement. (RI.11-12.9,
W.11-12.9b, SL.11-12.1)
Research Paper
Select one of the texts studied and write a research
paper in which you trace the enduring significance of
the work through contemporary American history.
Cite at least three secondary sources to support an
original thesis statement. (W.11-12.7, W.11-12.8,
W.11-12.9).
Oral Presentation
Students will prepare and give a formal oral
presentation of the research paper, fielding questions
from peers. (SL.11-12.3, 4)
From the Holt Text – Units One and Two
--Multiple Choice tests
--Writing a memoir
--Socratic seminars
--Comparison/Contrast Essay
--Write and give a persuasive speech
--Partner work – Discuss cultural differences of two
Native American groups
--Tell a story through a multimedia presentation
--Rewrite a myth to fit another genre
--Partner Activity – Research Historical Information
--Compare history & myth with a T-Chart
--Timed Writing about a natural scene
--Partner Activity – Create a myth
--Create a collage, painting, drawing of vivid imagery
and/or setting
--Narrate an interesting journey or experience from
your own life; include allusions to a well-known story
Academic
Language
Granite School District 11th Grade Common Core
Quarter
1
Standards/I Can
Statements
I can respond thoughtfully
to diverse perspectives;
synthesize comments,
claims, and evidence made
on all sides of an issue,
resolving contradictions
when possible.
L.11-12.1-2
I can demonstrate
command of the
conventions of standard
English grammar and
usage when writing
(capitalization,
hyphenation, and spelling)
or speaking (usage).
I can resolve issues of
complex or contested
usage, consulting
references as needed with
the understanding that
usage is a matter of
convention and can
change over time.
Page 5 of 18
Complexity
Builds
Resolve issues of
complex or contested
usage, consulting
references.
L.11-12.2 Begin to:
Observe hyphenation
conventions.
Holt Literature/
Language
Resources and
MyAccess!
Assessments
Formative/Performance
chronological approach is
one of several ways to
approach the standards for
Quarter 1 and that NOT ALL
of the example readings
necessarily need to be used
in the classroom.
The paragraph above,
included in the first draft of the
Declaration of Independence
submitted by Thomas Jefferson
to the Congress, was struck from
the final draft. How might the
course of history have been
different if this paragraph had
been included?
In a well-developed essay,
discuss how the course of history
would have changed if the
Declaration of Independence
had included Jefferson's
paragraph about
slavery. Include facts and details
to support your discussion.
or song
--Partner Work – Vary the sequence of a story
Timed writing – analyze the writer’s source of strength
--Research Activity – Research the slave trade &
present findings to class
--Create a modern retelling of Equiano’s story
--Timed Writing – Debate the issue of love for material
goods and love for the divine
--Class Activity – Compare a poem to song lyrics
--Be Puritan students for a week – follow the manners
and etiquette of the time period
--Write a comparison/contrast essay about John
Proctor and another tragic figure
--Timed Writing – about themes found in The Crucible
--Create a survival manual for time travel back to the
time of the Salem Witch Trials
--Class Activity – Research and present information
about aspects of Puritan culture, Arthur Miller, and
Joseph McCarthy
--Write a Comparison/Contrast essay about Patrick
Henry and a contemporary leader
--Write your own Declaration of Independence
--Write an editorial about an issue you feel strongly
about, then publish it in the school paper or send it to
your local paper
--Adapt your editorial to a persuasive speech and
deliver to your class
Elements of Language:
Part I – Grammar, usage and
mechanics
-Part III – Communication –
Chapter 21
-Part IV – Dictionary;
Grammar at a Glance;
Reading and Vocabulary; and
Writing
**Note – Pick and choose
language aspects that
students need to review and
to learn
--Create your own prompt about
aspects from any of the works
covered.
Academic
Language
Granite School District 11th Grade Common Core
Quarter
2
Standards/I Can
Statements
RL & RI.11-12.4
I can determine the
meaning of words and
phrases as they are used
in a text, including
figurative, connotative,
and technical meanings.
RL.11-12.4
I can analyze the impact
of specific word choices
on meaning and tone,
including words with
multiple meanings or
aesthetic language.
RI.11-12.4
I can analyze how an
author uses and refines
the meaning of a key
term or terms over the
course of a text.
W.11-12.1
I can write arguments to
support claims in an
analysis of substantive
topics or texts.
I can analyze substantive
topics/texts using valid
reasoning and relevant
and sufficient evidence to
support precise,
knowledgeable claims(s).
I can organize material
that logically sequences
claim(s), counterclaims,
Page 6 of 18
Complexity
Builds
RL.11-12.4 Move from
cumulative impact to:
analyze the impact of
specific word choices on
meaning and tone.
Expand choices to:
include words with
multiple meanings or
language that is
particularly fresh,
engaging, or beautiful.
RI.11-12.4 Move from
cumulative impact to:
Analyze how an author
uses and refines the
meaning of a key term
or terms over the course
of a text.
W.11-12.1 In addition to
introducing precise
claims: make sure it is a
knowledgeable claim(s),
establish the significance
of the claim(s),
distinguish the claim(s)
from alternate or
opposing claims,
develop thoroughly,
supplying the most
relevant evidence for
each, anticipate the
audience’s knowledge
level, concerns, values,
and possible biases, vary
syntax.
Holt Literature/
Language
Elements of
Literature:
OVERVIEW – UNIT
THREE –
Students explore this
period as America’s
first prolific one of
literature, by
examining works from
Cooper and Irving to
Hawthorne, Melville,
Poe, Whitman,
Emerson, and
Thoreau. The
prominent theme
during this period in
American literature of
“manifest destiny”
may be introduced by
reading John
O’Sullivan’s essay
“Annexation.”
Students will wrestle
with how the
romantics perceive
individualism and how
this focus on
individualism relates
to other themes in
American literature.
Transcendentalism is
explored as an aspect
of American
romanticism and
students should
compare the
“romantics” with the
“transcendentalists.”
Resources and
MyAccess!
Unit Three– Other Sources –
Art, Music, and Media
Art
Paintings
Frederic Church, Niagara (1857)
George Inness, The Lackannawa
Valley (1855)
Asher Durand, Kindred Spirits
(1849)
Albert Bierstadt, Looking Down
Yosemite Valley (1865)
John Trumbull
Walt Whitman's Notebooks and
Poetry: the Sweep of the Universe
(National Endowment for the
Humanities) (RL.11-12.4)
Clues to Walt Whitman's effort to
create a new and distinctly
American form of verse may be
found in his Notebooks, now
available online from the American
Memory Collection. In an entry to
be examined in this lesson,
Whitman indicated that he wanted
his poetry to explore important
ideas of a universal scope (as in the
European tradition), but in
authentic American situations and
settings using specific details with
direct appeal to the senses.
The American Renaissance and
Transcendentalism (PBS) (RL.1112.9)
This overview of the movement
with lists of authors and artists
provides links to more information
about each.
Africans in America (Part
Assessments
Formative/Performance
From Gates Curriculum – Unit Three –
Collaborate
Reflect on seminar questions, take notes on your
responses, and note the page numbers of the textual
evidence you will refer to in your seminar and/or essay
answers. Share your notes with a partner for feedback and
guidance. Have you interpreted the text correctly? Is your
evidence convincing? (RL.11-12.1, SL.11-12.1)
Essay
Write a narrative essay in the style of Walden. (W.11-12.3,
W.11-12.9)
Seminar and Essay
Agree or disagree with this Emerson quote: "What is
popularly called Transcendentalism among us, is Idealism;
Idealism as it appears in 1842." Use at least three pieces of
textual evidence to support an original thesis statement.
(RI.11-12.2, SL.11-12.6, W.11-12.9)
Seminar and Essay
Select one of the short stories and explain why you think it
is a good example of American romanticism. Use at least
three pieces of textual evidence to support an original
thesis statement. (RL.11-12.1, RL.11-12.9, W.11-12.2,
SL.11-12.1)
Oral Commentary
Students will be given an unseen passage from one of the
other works by Hawthorne or Melville (teacher's choice)
and asked to provide a ten-minute commentary on two of
the following questions:
What is the primary significance of this passage?
Identify the poetic techniques used in this poem (or
extract from a poem). Relate them to the content.
Which poetic techniques in this poem or extract from a
poem are typical of the writer?
What are the effects of the dominant images used in this
extract?
What do you think the important themes in this extract
are? (RL.11-12.1, SL.11-12.4, 6)
From Gates Curriculum – Unit Four –
Academic
Language
Vocabulary Terms
come from Holt’s
Elements of
Literature and
Gates Curriculum:
Abolition
Allegory
Alliteration
Ambiguity
Aphorism
Assonance
Atmosphere
Autobiography
Beliefs
Biases
Cadence
Catalog
Coda
Cohesion
Connotation
Counterclaim
Denotation
Dialect
Diction
Elliptical
constructions
Etymology
Exact rhyme
Foreshadow
Free verse
Gothic short story
Hyperbole
Idealism
Individualism
Internal rhyme
Internal rhyme
Irony
Lyric poetry
Mood
Granite School District 11th Grade Common Core
Quarter
2
Standards/I Can
Statements
reasons, and evidence.
I can develop claims and
counterclaims,
establishing the
significance of each, and
point out the strengths
and limitations of both in
a manner that anticipates
the audience’s knowledge
level, concerns, values,
and possible biases.
I can use transitional
words, phrases, and
clauses as well as varied
syntax to link the major
sections of the text,
create cohesion, and
clarify the relationships.
I can establish and
maintain a formal style
and objective tone.
I can provide a concluding
statement or section that
follows from and supports
the argument presented.
SL.11-12.2
I can integrate multiple
sources of information
presented in diverse
formats and media in
order to make informed
decisions and solve
problems.
Page 7 of 18
Complexity
Builds
Holt Literature/
Language
SL.11-12.2 Use the
multiple sources to:
Make informed
decisions and solve
problems, noting any
discrepancies among the
data.
Teachers are
encouraged to select
one novel and a
variety of the other
poetry and prose in
order to give students
maximum exposure to
the various works of
the period.
ESSENTIAL QUESTION:
“What is American
individualism?”
UNIT THREE
Poems –
“I Hear America
Singing”
“from Song of Myself”
“This is My Letter to
the World” “Because I
could not stop for
Death”
“The Raven”
Short Stories –
“The Fall of the House
of Usher”
“The Minister’s Black
Veil”
Informational Text
Essays “Self-Reliance”
Walden; or “Life in the
Woods,” “Civil
Disobedience”
Novels The Scarlet Letter
Video Rappaccini’s Daughter
OVERVIEW – UNIT
FOUR –
L.11-12.3 In addition to
writing and editing
according to MLA
standards: Vary syntax
for effect, consulting
references.
L.11-12.4 Move from 910 reading and content
to 11-12 reading and
content.
L.11-12.5 Continue work
on more complex figures
of speech.
Resources and
MyAccess!
3) (PBS) (RL.11-12.1, RI.11-12.1,
LS.11-12.1)
Unit Four – Other Sources Art, Music, and Media
Music
Spirituals
“Go Down, Moses” (Traditional)
“Swing Low, Sweet Chariot”
(Traditional)
“I Thank God I’m Free at Las”
(Traditional)
“Lift Every Voice and Sing” (James
Weldon Johnson) (E)
Art
Painters
Thomas Eakins
Winslow Homer
Film
"Unchained Memories" (HBO
Documentary, in conjunction with
the Library of Congress, 2003)
(Readings From the Slave
Narratives)
Personal or Social Tragedy?—A
Close Reading of Edith Wharton's
Ethan Frome (National Endowment
for the Humanities) (RL.11-12.1,
RI.11-12.2)
At the end of this lesson students
will be able to:
Situate Ethan Frome within the
context of American regionalist
literature;
Gather, annotate, and analyze key
quotations from Ethan Frome;
Respond to contemporary reviews
of Ethan Frome; and
Assessments
Formative/Performance
Collaborate
Reflect on seminar questions, take notes on your
responses, and note the page numbers of the textual
evidence you will refer to in your seminar and/or essay
answers. Share your notes with a partner for feedback and
guidance. Have you interpreted the text correctly? Is your
evidence convincing? (RL.11-12.1, SL.11-12.1)
Essay and Seminar
Write an essay in which you agree or disagree with the
following statement, offering at least three pieces of
evidence from the texts to support an original thesis
statement: “Women in nineteenth century America could
not really be free.” (RL.11-12.1, W.11-12.1)
Essay and Seminar
Choose two women from among the works studied and
compare and contrast their life experiences, noting the
ways in which they either exemplified or were an
exception to the times in which they lived. Use at least
three pieces of evidence from the texts to support an
original thesis statement. (RL.11-12.1, RI.11-12.10, W.1112.1, W.11-12.9)
Essay and Seminar
“Does Huckleberry Finn embody the values inherent in the
American Dream?” Write an essay in which you use at
least three pieces of evidence to support an original thesis
statement. (RL.11-12.9, SL.11-12.1, W.11-12.9)
Essay and Seminar
How does Twain address the issue of slavery in The
Adventures of Huckleberry Finn. Use at least three pieces
of textual evidence to support an original thesis
statement. (RL.11-12.6, W.11-12.2, W.11-12.9)
Speech
Recite “The Gettysburg Address” from memory. Include an
introduction that discusses why the excerpt exemplifies
America’s core conflicts and its finest values. (RI.11-12.9,
SL.11-12.3)
Oral Presentation
Create a multimedia presentation that summarizes one of
the novels you’ve read and present questions that you
Academic
Language
Naturalism
Onomatopoeia
Oratory
Parable
Paradox
Primary source
Purpose
Realism
Refrain
Regionalism
Romanticism
Satire
Slant rhyme
Slave narrative
Symbol
Tone
Transcendentalism
Transitions
Granite School District 11th Grade Common Core
Quarter
2
Standards/I Can
Statements
I can evaluate the
credibility and accuracy of
each source.
L.11-12.3
I can use knowledge of
how language functions in
different contexts in
order to make effective
choices for meaning or
style.
I can vary syntax for effect
in my writing and apply
my understanding of
syntax to the study of
complex texts.
L.11-12.4
I can determine or clarify
the meaning of unknown
and multiple-meaning
words and phrases by
choosing a range of
strategies, such as:
--context clues
--identifying patterns of
word changes that
indicate different
meanings or parts of
speech.(conceive,
conception, conceivable)
I can consult general and
specialized reference
materials, both print and
digital, to determine a
word’s pronunciation,
precise meaning, part of
Page 8 of 18
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
Assessments
Formative/Performance
The range and depth
of potential topics
covered in this hefty
unit might be tailored
to suit various
classroom
populations. Building
on the previous unit in
which individualism
figures as a prominent
theme in American
romanticism and
transcendentalism,
this unit explores the
expanding idea of the
American individual
and the related idea of
the pursuit of liberty
in various forms.
Teachers are
encouraged to have
students read The
Adventures of
Huckleberry Finn, a
classic American novel
that deals with issues
of racism and slavery,
and raises important
questions about what
America promises and
to whom. Beyond The
Adventures of
Huckleberry Finn,
teachers could select
from among the other
novels listed or ask
different students to
read different novels,
such that the variety
use textual evidence to support
their own claims about the plight
of the novel’s protagonist.
After the American Revolution:
Free African Americans in the
North (National Endowment for
the Humanities) (RL.11-12.6)
In this lesson, students will meet
some of those African Americans
and practice the techniques
authors use to transform
information about individuals into
readable biographies.
Critical Ways of Seeing The
Adventures of Huckleberry Finn in
Context (National Endowment for
the Humanities) (RL.11-12.6)
By studying Mark Twain's novel,
The Adventures of Huckleberry
Finn, and its critics with a focus on
cultural context, students will
develop essential analytical tools
for navigating this text and for
exploring controversies that
surround this quintessential
American novel.
The New Americans (PBS) (RI.1112.7)
The New Americans Web site
offers an online educational
adventure for seventh- to twelfthgrade students. The site
supplements the documentary
mini-series, which explores the
immigrant experience through the
personal stories of immigrants to
the United States.
Melting Pot: American Fiction of
Immigration (PBS)
think the novel raises about its uniquely American themes.
(RL.11-12.1, W.11-12.6, SL.11-12.5)
From the Holt Text – Units Three and Four –
--Research a great thinker you feel was misunderstood,
write an essay, then present your research to the class
--Create and share with the class a digital story about an
encounter with nature that affected you
--Timed Writing – Evaluate the Romantic point of view
--Partner Work – Explore allusions
Partner Work – Discuss Thoreau as a hero
--Research recent examples of people using civil
disobedience to fight injustice. Share your findings in a
class presentation
--Group Activity - brainstorm a list of familiar
symbols. Identify and discuss the meaning or meanings of
each symbol. How can symbols help us communicate
meanings in imaginative ways in life and in literature? If
time allows, share your ideas with the class as a whole.
--Write a Reflective Letter - Mr. Hooper has been
buried. Elizabeth is left alone, haunted by the memory of
the man she loved but could not bring herself to marry.
Write a letter from Elizabeth to a friend that recounts her
thoughts and feelings about Mr. Hooper and the black veil.
As you draft your letter, try to use language appropriate to
Hawthorne’s story. If possible, include some of the archaic
words you encountered in Hawthorne’s text.
--Timed Writing - Poe is considered a Dark Romantic
because he created stories that explore the inner self and
irrational elements of the mind. How does Poe convey the
states of mind of his characters? Write a brief essay in
response to this question. Support your answers with
details from the stories.
--Timed Writing – Analyze “The Raven”
--Present Poe on the radio
--Partner Activity - Work with a partner to prepare a
map of locations and a trail to show Douglass’s route
during the episode he recounts.
--Write lyrics for a two-verse song that uses repeated
Academic
Language
Granite School District 11th Grade Common Core
Quarter
2
Standards/I Can
Statements
speech, etymology, or
standard usage.
L.11-12.5
I can analyze contextual
figurative language (e.g.,
hyperbole, paradox),
word relationships, and
nuances in words with
similar denotations
Page 9 of 18
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
of their compelling
themes may be shared
and discussed as a
class via oral
presentations and
seminars. Teachers
are encouraged to
sample heavily from
the informational
texts, as many are
critical especially to
understanding the era
of the Civil War and
the struggle to fulfill
America’s promise.
ESSENTIAL QUESTION:
“What is an
American?”
UNIT FOUR
Short Stories –
“The Celebrated
Jumping Frog of
Calaveras County”
Novels The Adventures of
Huckleberry Finn,
Ethan Frome,
My Antonia
Historical Nonfiction “Narrative of the Life
of Frederick Douglass,
an American Slave”
“Declaration of
Sentiments, Seneca
Falls Convention”
Speeches –
“Ain’t I a Woman?”
“I Will Fight no More
Forever” “The
This is a summary list of novels—
with brief descriptions—about the
American immigrant experience
from different eras.
We Shall
Remain http://www.pbs.org/wgbh
/amex/weshallremain/beyond_bro
adcast/teach_and_learn
This is a website of teacher
resources to accompany the PBS
multimedia project, "We Shall
Remain," which documents native
American history.
Africans in America (Part 4)
(PBS) (RL.11-12.1, RI.11-12.1,
LS.11-12.1)
From MyAccess: High School,
English, Persuasive
1. If one closely analyzes the novel
The Scarlet Letter, there are a
myriad of symbols to uncover.
Even the letter “A” has many
different symbolic interpretations.
In a multi-paragraph essay,
examine all of the different
meanings the letter “A” has in this
novel. Make sure to include
examples and details from the text
to support your answer.
2. The novel The Adventures of
Huckleberry Finn has become quite
controversial over time. Some
parents and teachers find the
demeaning language and
situations in the novel
disturbing. Others, however,
believe the novel is a powerful
commentary about society at the
time it was written. Due to this
Assessments
Formative/Performance
words or phrases to convey a code or secret message to
someone. You can use a simple tune such as “Row, Row,
Row Your Boat.” Choose your words carefully, and be
prepared to explain the coded words.
--Class Presentation - Although we think of slavery
as a part of the past, it still exists in many places in the
world. Look up the Universal Declaration of Human Rights
on the United Nations Web site, and read what it says
about slavery. Then, research the practice of slavery in the
world today. What forms does slavery take, and what is
being done to stop it? Present your findings to the class,
using charts and statistics to support your conclusions.
--Write a paragraph in which you seek to end an argument
with a friend or to encourage reconciliation between two
fictional characters or two groups you’ve read about in the
news. In your paragraph, use repetition to emphasize your
tone or reinforce your message.
--Constructed Response - Briefly discuss the impact of
emotional language in one of the primary sources you
read. Be sure to support your response with specific
evidence.
--Group Discussion - With a small group, use the
Internet to find additional letters, diaries, or other primary
sources from the Civil War. Have each group member
choose a single source and read it closely. Afterward, have
a group discussion about these primary sources. What do
they add to your understanding of the war? If time allows,
share your thoughts with the rest of the class.
--Quick Write - Growth often presents challenges.
Whether it’s the broad growth of an entire society or the
personal growth of an individual, overcoming these
challenges can lead to change. Write a paragraph about a
challenge in your life that led you to change or grow. How
did your perspective change?
--Group Discussion - Review the types of people
that Whitman catalogs in this poem. How many of these
roles are prominent in society today? How have the roles
Academic
Language
Granite School District 11th Grade Common Core
Quarter
2
Standards/I Can
Statements
Complexity
Builds
Holt Literature/
Language
Gettysburg Address”
Spirituals “Go Down, Moses”
“Swing Low, Sweet
Chariot”
Elements of
Language:
-Part III –
Communication –
Chapter 27
-Part IV – English
Origins and Uses;
Reading and
Vocabulary; Writing
Page 10 of 18
Resources and
MyAccess!
Assessments
Formative/Performance
controversy, your local school
board has decided to review the
novel to decide whether it ought
to remain in the curriculum. Do
you think that the novel should be
removed from the
curriculum? Write a persuasive
essay in which you examine the
literary value of the novel and take
a stand on this controversial
issue. Be sure to support your
position with well-reasoned
arguments and meaningful
references to the text.
of workers changed fundamentally since Whitman’s time?
Do you think the people in this poem provide an accurate
reflection of everyday people today? In a small group,
discuss your answers to these questions.
--Review the images that Whitman uses to establish the
themes in his poems. Then, consider your own view of
nature. Write a paragraph that uses imagery to help
communicate your view. Make sure the words you choose
strongly support the ideas you wish to convey about your
subject.
--Write a text message to the world, condensing what you
want to say into a few concise lines, as Dickinson does in
her “letter to the World.” Use rhyme and slant rhyme at
least once each in your text message. Then, write a short
paragraph reflecting on the differences between your text
message and Dickinson’s poems on pages 551 and 552.
--Create your own prompt about
aspects from any of the works
covered.
--Timed Writing - In “Because I could not stop for
Death,” Emily Dickinson paints a vibrant picture of a
carriage ride with Death. Review the poem, identifying its
most powerful images and words. Use the following
criteria: the pictures and emotions the images evoke for
the reader; the connotations and associations of
Dickinson’s words. Explain your ideas in a short essay.
--In Twain’s “Jumping Frog”, the narrator leaves just as
Wheeler is about to tell him about Smiley’s yaller one-eyed
cow. Write two paragraphs of Smiley’s yaller one-eyed cow
tale, and include humorous comparisons.
Academic
Language
Granite School District 11th Grade Common Core
Quarter
3
Standards/I Can
Statements
RI.11-12.6
I can determine an
author’s point of view or
purpose
I can analyze how style
and content contribute to
the effect of the text.
RI.11-12.7
I can integrate and
evaluate multiple sources
of information presented
in different media or
formats in order to
address a question or
solve a problem.
W.11-12.2
I can write informative
texts to analyze and
convey complex ideas,
concepts, and
information.
I can introduce a topic;
organize complex ideas,
concepts, and
information so that each
new element builds on
that which precedes it.
I can create a unified
whole; include formatting
and multimedia when
useful to aiding
comprehension.
I can develop the topic
Page 11 of 18
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
RI.11-12.6 Building on
the analysis of the use of
rhetoric: Analyze how
style and content
contribute to the power,
persuasiveness, or
beauty of the text.
Elements of Literature:
From Gates Curriculum – Unit
Five –
Art, Music, and Media
Art
Marsden Hartley, Mount
Katahdin, Maine (1942)
Georgia O’Keefe, Ram’s Head,
Blue Morning Glory (1938)
Alfred Stieglitz, From the Back
Window, 291 (1915)
Jacob Lawrence, War Series: The
Letter (1946)
Charles Sheeler, Criss-Crossed
Conveyors, River Rouge Plant,
Ford Motor Company (1927)
Stuart Davis, Owh! In San Pao
(1951)
Charles Demuth, My Egypt
(1927)
Arthur Dove, Goat (1934)
Imogen Cunningham, Calla
(1929)
RI.11-12.7 Continue to
integrate and evaluate
multiple sources: in
order to address a
question or solve a
problem.
W.11-12.2 In addition to
introducing a topic:
Begin to preview what is
to follow, use wellchosen facts, and begin
to vary transitions to
increase cohesion.
SL.11-12.3 Building on
understanding the
speakers’ point of view:
assess the stance,
premises, links among
ideas, word choice,
points of emphasis, and
tone used.
SL.11-12.4 Expand the
presentation of
information to: convey a
clear and distinct
perspective, such that
listeners can follow the
line of reasoning,
OVERVIEW – UNIT FIVE
It traces the emergence of
American modernism,
including some literature
from World War I, and tracks
the literature of
“disillusionment” that
followed the war. Students
explore Robert Frost’s vision
of nature as modernist rather
than transcendental in its
perspective. They identify the
alienation of the modern
man and the tensions that
are embedded in the
modernist works of F. Scott
Fitzgerald and Ernest
Hemingway. The works of
Countee Cullen, Langston
Hughes, and Zora Neale
Hurston illustrate the breadth
of the Harlem Renaissance
literary movement.
Informational and critical
texts enrich the students’
analysis of the texts.
ESSENTIAL QUESTION:
“How did modernization
result in isolation and
disillusionment in the early
American twentieth
century?”
UNIT FIVE
Poetry “Richard Cory”
“The Love Song of J. Alfred
Prufrock” “Poetry”
“Domination of Black”
Faulkner's As I Lay Dying: Form
of a Funeral (National
Endowment for the Humanities)
(RL.11-12.3, RL.11-12.5)
In the lessons of this curriculum
unit, students: Explore the use
of multiple voices in narration;
learn about the social and
economic conditions of the rural
South in the 1920s and about
William Faulkner's life; and
read, annotate, and discuss the
text in class, individually and in
groups.
Introduction to Modernist
Poetry (National Endowment for
Assessments
Formative/Performance
From Gate’s Curriculum – Unit Five –
Collaborate
Reflect on seminar questions, take notes on your
responses, and note the page numbers of the textual
evidence you will refer to in your seminar and/or
essay answers. Share your notes with a partner for
feedback and guidance. Have you interpreted the text
correctly? Is your evidence convincing? (RL.11-12.1,
SL.11-12.1)
Seminar and Essay
What are the effects of the shifting point of view on
the reader’s understanding of events in As I Lay Dying.
Why do you think Faulkner chose to tell the story from
different points of view? Use at least three pieces of
textual evidence to support an original thesis. (RL.1112.3, RL.11-12.5, W.11-12.2, W.11-12.9a, L.11-12.5)
Seminar and Essay
Agree or disagree with the following statement:
“Prufrock and Gatsby have similar characters.” Use at
least three pieces of textual evidence to support an
original thesis. (RL.11-12.1, RL.11-12.5, SL.11-12.4,
W.11-12.9a)
Seminar and Essay
After reading James Baldwin’s essay, “If Black English
Isn’t a Language, Then Tell Me, What Is?” and Zora
Neale Hurston's Their Eyes Were Watching
God, discuss the pivotal role that dialect plays in Their
Eyes Were Watching God. Use at least three pieces of
textual evidence to support an original thesis. (RL.1112.1, RL.11-12.4, RL.11-12.6, RL.11-12.9, SL.11-12.4,
W.11-12.9a)
Multimedia Presentation
Make a formal multimedia presentation in which you
define and discuss “The Lost Generation” in American
literary history. Cite at least three sources. (RL.1112.9, W.11-12.6, SL.11-12.5)
Oral Presentation
Discuss what you think Learned Hand meant when he
said of Americans, “For this reason we have some
Academic
Language
Vocabulary Terms
come from Holt’s
Elements of
Literature and
Gates Curriculum:
“Great Migration”
Alienation
American
modernism
Analogy
Blank verse
Close Reading
Dialect
Disillusionment
Domain-specific
Epigraph
Flashback
Foreshadowing
Great Depression
Haiku
Harlem
Renaissance
Iamb
Imagism
Industrialization
Interior
monologue
Jazz Age
Local color
Metaphor
Narrative poem
Naturalism
Premise
Realism
Regionalism
Rhetoric
Simile
“Stream of
consciousness”
Granite School District 11th Grade Common Core
Quarter
3
Standards/I Can
Statements
thoroughly through:
--significant and relevant
facts,
--extended definitions,
--concrete details,
--quotations, etc.
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
alternative or opposing
perspectives are
addressed. Begin to
include a range of formal
and informal tasks.
“Birches”
“Death of the Hired Man”
“Tableau”
“The Negro Speaks of Rivers”
“Harlem”
Short Stories “A Rose for Emily,”
Excerpt from The Grapes of
Wrath
“The Jilting of Granny
Weatherall”
Novels Their Eyes Were Watching
God,
The Great Gatsby,
As I Lay Dying,
A Farewell to Arms,
Of Mice and Men,
Winesburg, Ohio
Plays Our Town
the Humanities) (RL.11-12.4)
Modernist poetry often is
difficult for students to analyze
and understand. A primary
reason students feel a bit
disoriented when reading a
modernist poem is that the
speaker himself is uncertain
about his or her own ontological
bearings. The rise of cities;
profound technological changes
in transportation, architecture,
and engineering; a rising
population that engendered
crowds and chaos in public
spaces; and a growing sense of
mass markets often made
individuals feel less individual
and more alienated,
fragmented, and at a loss in
their daily worlds. This lesson
has three parts:
Lesson 1: Understanding the
Context of Modernist Poetry
Lesson 2: Thirteen Ways of
Reading a Modernist Poem
Lesson 3: Navigating Modernism
with J. Alfred Prufrock
SL.11-12.5 No Changes
I can determine what is
appropriate for the
audience’s knowledge of
the topic.
I can use transitions, as
well as varied syntax to
link the major sections of
the text, create cohesion,
and clarify the
relationships.
I can use precise
language, domain-specific
vocabulary, and
techniques such as
metaphor, simile, and
analogy.
I can establish and
maintain a formal style
and objective tone.
I can provide a concluding
statement or section that
supports the information
presented.
SL.11-12.3
I can evaluate a speaker’s:
--point of view,
--reasoning (premises, use
Page 12 of 18
Elements of Language:
- Part III – Communication –
Chapter 26
-Part IV – Document Design;
Library/ Media Center; and
Writing
From MyAccess: High School,
Research Paper
1. A Controversial Issue - It
seems our society continually
wrestles with controversial
issues that have no clear
resolutions because of the
complexities of the
circumstances and people
involved. Capital punishment,
Assessments
Formative/Performance
right to consider ourselves a picked group, a group of
those who had the courage to break from the past and
brave the dangers and the loneliness of a strange
land.” Cite examples from works read in this unit and
describe how the characters exhibit this quality.
(RL.11-12.9, SL.11-2.4, L.11-12.5)
From Holt’s Elements of Literature – Unit 5
--Write a poem that describes a unique character of
your own creation. Choose words with connotations
that support the poem’s meaning.
--Class Discussion - The poet Stephen Spender
judges Prufrock harshly: “He is isolated, he cannot
communicate. Although the fact that he is conditioned
by the society in which he lives may account for his
spiritual and sexual enervation, this does not excuse
his moral cowardice.” Discuss Spender’s opinion. Do
you agree with Spender? Explain.
--Moore says that poets must be “literalists of the
imagination.” How is this related to her image of
“imaginary gardens with real toads in them”?
--from “Domination in Black,” choose two or three
images from nature. Then, write a poem in which you
slowly transform one image into another and back
again.
--from “Birches,” write a short poem describing a
scene in nature that reveals a universal truth about
life. Write in blank verse, but you may vary the meter
slightly to keep your poem from sounding singsong.
Use the sound device of alliteration to achieve a
musical effect.
--Group Discussion - Prepare a dramatic reading
of “The Death of the Hired Man.” With a small group,
discuss how Mary and Warren speak in the poem.
What tone of voice does each character use? Should
Silas have his own voice? Do you have an alternative
interpretation of a character? Practice with your
group, and then present your reading to the class.
Academic
Language
Symbolism
The Gilded Age
The Lost
Generation
“The Progressive
Movement”
Tone
Word Choice
Granite School District 11th Grade Common Core
Quarter
3
Standards/I Can
Statements
of evidence)
--rhetoric (word choice,
tone, etc.)
--links among ideas,
--points of emphasis.
SL.11-12.4
I can clearly present
information, findings, and
supporting evidence, as
well as
address alternative or
opposing perspectives.
I can determine the
organization,
development, substance,
and style appropriate to
purpose, audience, and
task.
SL.11-12.5
I can make strategic use
of digital media to
enhance presentations.
SL.11-12.6
I can demonstrate a
command of formal
English when indicated or
appropriate.
Page 13 of 18
Complexity
Builds
Holt Literature/
Language
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euthanasia, faith healing,
suicide, and abortion are just a
few of the controversial issues
facing our nation and the world.
As the media highlights these
issues, individuals are left to
decide which side they agree
with, and in some cases, join
efforts in persuading legislators
or the general public to agree
with their views.
Select a controversial issue that
interests you. After researching
the subject using iSEEK™, decide
which side of the issue you
support. Write a multiparagraph essay in which you
persuade the reader to agree
with your position on this issue.
Be sure to include and cite
specific details and examples to
support your argument, and
remember to address opposing
viewpoints.
--Create your own prompt for a
research paper about aspects
from any of the works covered
Assessments
Formative/Performance
--As you read “A Rose for Emily,” record passages of
description related to the mood of the tale. Write a
short essay analyzing how Faulkner uses descriptive
details to convey this story’s Gothic mood. Be sure to
cite specific evidence from the story to support your
analysis.
--Create a written document to record all the rights,
rules, laws, and punishments the migrant people
create to maintain order and peace in this excerpt
from The Grapes of Wrath. Why do you think the
migrants left these laws unwritten? Explain your
response.
--Timed Writing - Write a brief essay about what
womanhood means to Ellen Weatherall. How has her
social and political context influenced her thoughts,
feelings, and choices? How has she rebelled against or
succumbed to certain ideas about gender? How does
her impending death affect the way she feels about
her choices? Use examples from the story to support
your claims.
--Research Paper/Class Presentation - Find out
more about some of the writers and artists of the
Harlem Renaissance. You may want to read more of
Hughes’s poetry or research some of the musicians
mentioned in his memoir The Big Sea. Alternatively,
you could investigate the works of other writers of
that time, such as Claude McKay or Jessie Fauset. You
might investigate one of the great Harlem Renaissance
artists, such as Aaron Douglas or William H. Johnson.
Write a brief research report on a topic related to the
Harlem Renaissance. Share your findings with the rest
of the class.
Academic
Language
Granite School District 11th Grade Common Core
Quarter
4
Standards/I Can
Statements
Complexity
Builds
RL.11-12.6
I can analyze the
difference between what
is directly stated and
what is meant (e.g.,
satire, sarcasm, irony, or
understatement).
RL.11-12.6 In addition to
addressing cultural
points of view:
distinguish what is
directly stated in a text
from what is really
meant (e.g., satire,
sarcasm, irony, or
understatement).
RL.11-12.7
I can analyze and evaluate
multiple interpretations
of a story, drama, or
poem.
RL.11-12.9
I can demonstrate
knowledge of 18th, 19th
and early-20th century
foundational works of
American literature,
including showing how
two or more texts from
the same period treat
similar themes or topics.
RI.11-12.8
I can delineate and
evaluate the reasoning in
seminal U.S. texts,
including the application
of constitutional
principles and use of legal
reasoning, and
the premises, purposes,
and arguments in works
of public advocacy.
RI.11-12.9
I can analyze 17th, 18th,
Page 14 of 18
RL.11-12.7 Building on
analysis of various
artistic mediums:
Analyze multiple
interpretations of a
story, drama, or poem,
evaluating how each
version interprets the
source text.
RL.11-12.9 Use prior
understanding of how an
author uses source
material to: analyze
foundational works of
American literature,
including how two or
more texts from the
same period treat similar
themes or topics.
RI.11-12.8 Using prior
abilities to delineate and
evaluate, apply this skill
to: seminal U.S. texts,
including the application
of constitutional
principles and use of
legal reasoning and the
Holt Literature/
Language
Elements of
Literature:
OVERVIEW – UNIT SIX –
This six-week unit, the
sixth of six, concludes
the exploration of the
American experience by
addressing literary and
nonfiction texts that
reflect the challenges
and successes of
America in the latter
half of the
twentieth century.
ESSENTIAL QUESTION:
“Does twentiethcentury American
literature represent a
fulfillment of America’s
promise, as discussed
in unit four?”
UNIT SIX
Novels –
Invisible Man
Native Son
The Joy Luck Club
All the Pretty Horses
The Color of Water
Catcher in the Rye
In Cold Blood
Things They Carried
Informational Texts –
Speeches –
Inaugural Address (John
F. Kennedy) (January
20, 1961)
“Brandenburg Gate
Address” (Ronald
Resources and
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From Gate’s Curriculum – Unit Six –
Art, Music, and Media
Music
“This Land is Your Land” (Woody Guthrie)
“Where Have All the Flowers Gone?” (Pete Seeger)
“Blowin’ in the Wind” (Bob Dylan)
Media
A Streetcar Named Desire (1951)
A Streetcar Named Desire (1955)
Flannery O'Connor's “A Good Man is Hard to Find”: Who's the
Real Misfit? (National Endowment for the Humanities) (RL.1112.9)
In this lesson, students will explore these dichotomies—and
challenge them—while closely reading and analyzing “A Good
Man is Hard to Find.” In the course of studying this particular
O'Connor short story, students will learn as well about the
1950s South, including the evolution of transportation in the
U.S., fueled by the popularity of the family car and the
development of the U.S. highway system; the landmark Brown
v. Board of Education Supreme Court case that helped divide
the “Old South” from the “New South”; and the literary genre
known as the “Southern Gothic,” or “Southern Grotesque.”
Exploring A Streetcar Named Desire (ArtsEdge, The Kennedy
Center) RL.11-12.3)
Students study setting, plot, and character development in
Tennessee Williams’ play, A Streetcar Named Desire, and discuss
its impact on American theatre. Students will participate in a
group reading and analysis of the play and share their collective
findings with the class.
Every Punctuation Mark Matters: A Mini-lesson on Semicolons
(ReadWriteThink) (RI.11-12.9, L.11-12.2, W.11-12.5)
Martin Luther King, Jr.’s “Letter from a Birmingham Jail”
demonstrates that even the smallest punctuation mark signals a
stylistic decision, distinguishing one writer from another and
enabling an author to move an audience. In this mini-lesson,
students first explore Dr. King’s use of semicolons and their
rhetorical significance. They then apply what they have learned
by searching for ways to follow Dr. King’s model and use the
Assessments
Formative/Performance
From Gate’s Curriculum – Unit 6 –
Collaborate
Reflect on seminar questions, take
notes on your responses, and note
the page numbers of the textual
evidence you will refer to in your
seminar and/or essay answers.
Share your notes with a partner for
feedback and guidance. Have you
interpreted the text correctly? Is
your evidence convincing? (RL.1112.1, SL.11-12.1)
Seminar and Essay
Discuss the characterization
techniques authors use to create
Huckleberry Finn, Jay Gatsby, and
John Grady Cole. How are they the
same? How are they different? Are
some more effective than others?
Why? Use at least three pieces of
evidence to support your original
thesis statement. (RL.11-12.3,
W.11-12.2, SL.11-12.1, L.11-12.5)
Seminar and Essay
Compare a scene from the 1951
film of A Streetcar Named Desire
with the same scene in the 1995
film or a stage performance. Do
you think the film or stage
production is faithful to the
author’s intent? Why or why not?
Cite at least three pieces of
evidence to support an original
thesis statement. (RL.11-12.7,
W.11-12.2, SL.12.1)
Seminar and Essay
“How do Willy Loman and Tommy
Wilhelm contend with being
‘nobody’?” Cite at least three
Academic
Language
Vocabulary
Terms come
from Holt’s
Elements of
Literature and
Gates
Curriculum:
Beatniks/”The
Beat
Generation”
Cold War
Delineate
Gallows humor
Irony
Literary
journalism
Minimalism
Non-linear
narratives
Parody
Pastiche
Postmodernism
Sarcasm
Satire
Seminal
Understatement
Villanelle
Granite School District 11th Grade Common Core
Quarter
4
Standards/I Can
Statements
and 19th-century
foundational U.S.
documents of historical
and literary significance
for their themes,
purposes, and rhetorical
features.
W.11-12.9
I can draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
I can apply the reading
standards of literary
fiction and nonfiction to
writing.
SL.11-12.6
I can adapt speech to a
variety of contexts and
tasks.
L.11-12.6
I can accurately use
general academic and
domain-specific words
and phrases.
I can gather vocabulary
knowledge.
Page 15 of 18
Complexity
Builds
Holt Literature/
Language
premises, purposes, and
arguments in works of
public advocacy.
Reagan) (June 12, 1987)
Essays –
“Letter from a
Birmingham Jail”
(Martin Luther King, Jr.)
Short Stories –
“A Noiseless Flash”
from Hiroshima
“Desert Run”
“The Magic Barrel”
“Son”
“Speaking of Courage”
Everything Stuck to
Him”
“Teenage Wasteland”
Daughter of Invention”
“Rules of the Game”
“The Sky Blue Ball”
“Joyas Voladoras”
“from Black Boy”
“The Girl Who Wouldn’t
Talk”
From In Search of Our
Mothers’ Gardens
“Autobiographical
Notes”
“Straw into Gold”
“When Mr. Pirzada
Came to Dine”
“Book of the Dead”
From Days of
Obligation: An
Argument with my
Mexican Father
Poetry –
“The Unknown Citizen”
“The Fish”
“One Art”
“The Bells”
RI.11-12.9 Continue to:
Study and analyze U.S.
documents of historical
and literary significance
for their themes,
purposes, and rhetorical
features.
W.11-12.9 Continue to:
Draw evidence from
literary or informational
texts to support analysis,
reflection, and research.
Apply grades 11–12
Reading standards to
literature and seminal
US documents.
SL.11-12.6 Continue to:
Adapt speech to a
variety of contexts and
tasks, demonstrating a
command of formal
English when indicated
or appropriate for
grades 11-12.
L.11-12.6 No Change
Resources and
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punctuation mark in their own writing. Note that while this
lesson refers to the “Letter from a Birmingham Jail,” any text
which features rhetorically significant use of semicolons can be
effective for this mini-lesson.
From MyAccess: High School, English, Informative and Literary
Character Traits Character traits in fictional or real people may have positive or
negative effects on the people around them.
Select a person, real or fictional, who possesses character traits
that influence others in a positive or negative way. Write an
essay in which you describe this person's character traits and
provide examples of how these traits affect other people.
Favorite Villain
"The more successful the villain, the more successful the
picture." – Alfred Hitchcock
In the world of film and literature, villains have been used to
show the opposite of the hero. Where the hero is strong and
makes honorable decisions, the villain is usually self-centered
and uses evil to damage the lives of others for his own
purposes. Villains sometimes fill us with fear, anger and
occasionally sadness. In general, every great tale of a hero also
has a villain that we love to hate. Think of your favorite villain
from either literature or film. How is he/she an opposite figure
to a hero? What character traits make him/her such a great
villain?
In a detailed essay, describe your favorite villain and his/her
villainous traits. Compare the villain's traits to the hero's traits
to support your description.
The Holocaust: Systems of Persecution
In his systematic assault on the peoples of Europe, Adolf Hitler
utilized numerous systems to implement the Holocaust. Some
of these systems included the wide use of propaganda, the
relocation of people to Ghettos, the creation of laws to strip
people of their rights, and the use of technology to increase the
efficiency of the machinery of genocide.
Choose one of the systems of persecution that was used to
implement the Holocaust. Using the Internet, books, or other
resources, gather research about this system. Then, write a
Assessments
Formative/Performance
pieces of evidence to support an
original thesis statement. (RL.1112.9, W.11-12.2, SL.11-12.1, W.1112.9a)
Oral Presentation
Play recordings of two of the poets
reading their work. Make a
presentation to the class about
how their reading influences one’s
interpretation of the poem (e.g.,
tone, inflection, pitch, emphasis,
pauses, etc.). (RL.11-12.4, W. 1112.6, SL.11-12.4, SL.11-12.5, SL.1112.6)
Research Paper
Write a research paper in which
you trace the influence of World
War II on American literature. Cite
at least three pieces of textual
evidence and three secondary
sources to support your original
thesis statement. (RL.11-12.1,
W.11-12.7, W.11-12.8, W.11-12.9)
Oral Commentary
Students will be given an unseen
passage from a contemporary
novel, poem, or short story and
asked to provide a ten minute
commentary on two of the
following questions:
What are the effects of the
dominant images uses in this
extract?
Identify the poetic techniques used
in this poem (or extract from a
poem). Relate them to the
content.
What do you think the important
themes in this extract are? (RL.11-
Academic
Language
Granite School District 11th Grade Common Core
Quarter
4
Standards/I Can
Statements
Page 16 of 18
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
“Mirror”
“Mushrooms”
“The Bean Eaters”
“In Honor of David
Anderson Brooks, My
Father”
“Man Listening to Disc”
“The Latin Deli: An Ars
Poetica”
“Testimonial”
“What For”
“The Beep Beep Poem”
“Providence”
“Trying to Name What
Doesn’t Change”
“Prayer” from Three
Paumanok Pieces
“Elsewhere”
“Medusa”
Cartoons Calvin and Hobbes
Movie Still –
Smoke Signal
Poster –
Bend it Like Beckham
Plays –
Death of a Salesman
A Street Car Named
Desire
The Glass Menagerie
well-developed essay in which you present this information.
Why do you think this system was so important in implementing
the Holocaust?
Acting on the State of the Union Address (pilot)
The State of the Union is an annual message that the President
of the United States addresses to Congress, which is publicly
viewed on television by millions of people. It is emulated from
the Speech from the Throne in the United Kingdom, which is
given by the ruling monarch.
According to the Constitution, the President "shall from time to
time give to Congress information of the State of the Union and
recommend to their Consideration such measures as he shall
judge necessary and expedient" (Article II, Section 3). It is used
to discuss the accomplishments fulfilled in the previous year
and to delineate the President's legislative plan for the
upcoming year. The speech frequently includes important
matters such as economic health, national security, the housing
industry, healthcare, and education.
Writing a well-developed essay as the President of the United
States, discuss how you would plan and implement legislation
on one of the topics mentioned above to benefit our country in
the coming year.
Literature and Film Comparison
Think about a novel or play you have read that was also
developed into a movie.
Write a multi-paragraph essay comparing and contrasting the
book and the movie. Be sure to consider differences and
similarities in characters, setting, and plot. Include specific
examples and details from the text and the film to support your
response.
Personal Response to Literature
Personal response to a book can include reactions to events,
characters, symbols, themes, questions about situations, or
some aspect which interests you or has meaning to you. A
personal response is not a plot summary, character sketch, or
explanation of a literary element. Can you personally relate to
any events in a book you have recently read? Does an event or
character stand out as noteworthy?
In a letter to your teacher, write a personal response to a book
Assessments
Formative/Performance
12.1, 4, SL.11-12.4)
From Holt’s Elements of Literature
– Unit Six –
Quick Write - Images of war, in
prose, in poetry, and through the
media, have a lasting impact on
many who view them. Write about
images of war that are the most
vivid and lasting for you.
Group Discussion How can
people treat each other with
cruelty? What influences us to
behave with compassion or cruelty
toward others? Do you believe
human beings are intrinsically
good or evil? Discuss these
questions with your classmates in a
small group.
-Imitating the cinematic technique
that Hersey uses in his writing,
write a brief character sketch of a
person as if you are following your
character with a camera. Hersey
uses cinematic details to highlight
important characteristics of each
survivor. Use your “camera” the
same way to convey essential
information to your reader about
the person you describe.
- As you read, note examples of
similes (“The Fish”) and details that
reveal an ironic tone (“One Art”).
Review your notes and write a
villanelle using similes and irony.
You might write about an animal or
about an “art” that we all
eventually learn.
Academic
Language
Granite School District 11th Grade Common Core
Quarter
4
Standards/I Can
Statements
Complexity
Builds
Holt Literature/
Language
Elements of
Language
-Part III –
Communication –
Chapter 25, 28
-Part IV – As needed
Page 17 of 18
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you have recently read. Quote passages from the work to
support your response.
The Things S/he Carries…
In his novel, The Things They Carried, Tim O’Brien reveals
character through what the soldiers carried with them. Some of
what they carried was tangible, such as food and water,
weapons, or mementos, while some of what they carried was
intangible, such as fear, prejudice, or embarrassment.
Think about a high school student, either real or imaginary. In a
well-organized essay, describe what this student carries with
him or herself and what these "things" reveal about the
student's character, personality, and values. Be sure to use
details to make your character analysis more vivid to the
readers.
Character Analysis in The Glass Menagerie (pilot)
The Glass Menagerie contains several memorable characters.
Choose one of the characters and write an essay in which you
analyze this character, considering issues such as his or her
motivations, personal strengths and flaws, or internal conflicts.
How does this character's personality contribute to the ultimate
outcome of the play?
Death of a Salesman: Social Commentary (pilot)
In Death of a Salesman, Willy Loman spends his days striving for
a major achievement, only to find that his dreams of wealth and
success have a very large price tag. How does Arthur Miller use
the Loman family as an example to show the negative effects of
living for the "American Dream?"
In a multi-paragraph essay, describe how Arthur Miller uses this
play as a social commentary on the modern business life. How
does he prove that striving for the "American Dream" is not
always the positive experience the 1950s depicted? Be sure to
include specific details and examples to support your response.
Main Idea in “The Love Song of J. Alfred Prufrock” (pilot)
T.S. Eliot's "The Love Song of J. Alfred Prufrock" is a unique
poem that encompasses several ideas and can be interpreted
on various levels: emotional, political, spiritual. After carefully
reading "The Love Song of J. Alfred Prufrock," decide what you
think is its main idea. Write a multi-paragraph essay examining
how this main idea is portrayed in the poem and analyzing its
Assessments
Formative/Performance
Informal speech for a specific task
(e.g., narrative, humorous,
campaign, jig saw, think-pairshare)
There are numerous reading,
writing, listening, and speaking
assignments to be found in the
Holt Elements of Literature that
follow Unit Six. The teacher
should feel comfortable enough to
chosen for himself/herself what is
appropriate for the class.
Academic
Language
Granite School District 11th Grade Common Core
Quarter
4
Standards/I Can
Statements
Complexity
Builds
Holt Literature/
Language
Resources and
MyAccess!
significance. Make sure to include details and examples from
the poem to support your argument.
Martin Luther King Jr. (pilot)
Throughout history, citizens have struggled with such issues as
slavery, religious persecution, and resistance to war when their
consciences demanded that they act in one way while the law
demanded they act in another. Breaking the law in order to do
what one considers right is an act of civil disobedience. Martin
Luther King Jr. raised precisely this issue in his "Letter From
Birmingham City Jail." He had been arrested for violating the
law in protest of racial segregation in the American South.
Relying on your reading of the passage or outside research,
write an essay in which you describe an instance in which
Martin Luther King Jr. practiced civil disobedience. Be sure to
address both sides of the issue. In the instance you discuss, do
you think civil disobedience was an appropriate response?
Poetic Devices in "Mirror" by Sylvia Plath (pilot)
In the poem "Mirror," Sylvia Plath sheds light on the realities
mirrors reflect and their importance to all of us. After carefully
reading "Mirror," write a multi-paragraph essay analyzing the
author's use of poetic devices such as figurative language and
imagery to convey her theme. Use specific details and examples
to explain how she uses various techniques such as sentence
structure, tone, and diction.
--Create your own prompt for a research paper about aspects
from any of the works covered.
Page 18 of 18
Assessments
Formative/Performance
Academic
Language