Oley Valley School District
Planned Course Instruction
English III, English III CP and English III Honors
Submitted by:
Lori Berryman
(January 2017)
Oley Valley School District - Planned Course Instruction Cover Page
Title of Planned Instruction: English III, English III CP, And English III Honors
Grade: 11
Subject area: English Language Arts
Date: 10 October 2016
Periods per week: 5
Length of period: 41 minutes
Length of course: Year
Credits: 1
Course description: This course is designed for the college-bound student and emphasizes American Literature, vocabulary, research, and
composition. A strong concentration will be placed on college-level composition and textual analysis. The writing assignments range from
prepared narrative, expository, descriptive, and persuasive essays to impromptu themes. A major assignment for this class is a scholarly research
paper. This class includes advanced writing components; students should have a solid working knowledge of grammar, conventions, and sentence
structure. Additionally, students will examine and analyze American short stories, poetry, drama, vocabulary, and novels. This class is for
advanced English students who will be analyzing an extensive number of texts. Summer reading will be a requirement for this course.
Text(s) and/or major resources required:
Prentice Hall The American Experience (anthology), Democracy in America (Tocqueville), The Scarlet Letter (Hawthorne), Poe Anthology (Poe),
What They Fought For (McPherson), The Great Gatsby (Fitzgerald), Our Town: A Play in Three Acts (Wilder), Death of a Salesman (Miller),
Catcher in the Rye (Salinger)
Approved by:
Board Approval
Date
Board Curriculum Committee Chair
Date
Superintendent/Assistant Superintendent
Date
Approved by:
Approved by:
Oley Valley School District
Planned Course Instruction
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Course Overview
Units of Study
Literature of Early America (Native American
Literature)
✓ ”Earth on the Turtle’s Back” - Onondaga Tribe
✓ “When Grizzlies Walked Upright” - Modoc Tribe
✓ “The Navajo Origin Myth” - Navajo Tribe
Number of Class
Periods
5-10
PA Common Core Standards for
English Language Arts
Keystone Assessment Anchors
and Eligible Content
CC.1.2.11-12.A, B, C, D, E, F, I
L.N.1.3.1
CC.1.3.11-12.A, B, C, E, F, I, J, K
L.N.1.3.2
CC.1.4.11-12.A, B, C, E, F, G, H,
K, L, P, Q, X
L.N.2.3.3
CC.1.5.11-12.A, D, E, G
L.N.2.1.1
L.N.2.1.2
✓ Excerpt from The Iroquois Constitution - Iroquois
Tribe
L.N.1.3.3
✓ Democracy in America (Chapters 2, 3, 14, & 18) Alexis de Tocqueville (HONORS)
L.N.2.3.6
L.N.2.3.5
L.N.2.4.1
L.N.1.1.4
L.N.2.5.4
L.N.2.5.6
L.F.1.2.4
L.F.1.2.3
L.F.1.2.2
L.F.1.2.1
L.F.2.2.1
L.F.2.2.3
L.F.2.2.2
L.F.2.4.1
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Planned Course Instruction
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L.F.2.3.6
L.F.2.5.1
C.P. 1.1.5
C.P.3.1.1
C.P. 3.1.2
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
Literature of Early America (Puritan
Literature)
✓ Of Plymouth Plantation - William Bradford
15-25
CC.1.2.11-12.A, B, C, D, E, F, L
L.N.1.3.1
CC.1.3.11-12.A, B, C, E, F, H, I, J,
K
L.N.1.3.2
✓ “Upon the Burning of Our House” - Anne
Bradstreet
CC.1.4.11-12.A, B, C, D, E, F, G,
H, J, K, Q, R, S, T, U, W, X
✓ “To My Dear and Loving Husband” - Anne
Bradstreet
CC.1.5.11-12.A, B, C, D, E, F, G
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
L.N.1.3.3
L.N.2.3.5
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Planned Course Instruction
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✓ “Upon the Birth of One of Her Children” - Anne
Bradstreet (CP & Honors)
L.N.2.3.6
L.N.2.4.1
✓ “The Prologue” - Anne Bradstreet (CP & Honors)
L.N.1.1.4
✓ “To Her Father With Some Verses” - Anne
Bradstreet (CP & Honors)
L.N.2.5.4
✓ “Upon a Fit of Sickness” - Anne Bradstreet (CP &
Honors)
L.F.1.2.4
L.N.2.5.6
✓ “Huswifery” - Edward Taylor
L.F.1.2.3
✓ “Upon A Wasp Chilled With Cold” - Edward Taylor
(Honors)
L.F.1.2.2
✓ “The Resolutions of Jonathan Edwards” - Jonathan
Edwards
L.F.2.2.1
✓ “Sinners in the Hands of an Angry God” Jonathan Edwards
L.F.2.2.2
L.F.1.2.1
L.F.2.2.3
✓ “The Trial of Martha Carrier” - Cotton Mather
L.F.2.4.1
✓ The Crucible - Arthur Miller
L.F.2.3.6
L.F.2.5.1
✓ The Scarlet Letter - Nathaniel Hawthorne (CP &
Honors)
C.P. 1.1.5
C.P.3.1.1
C.P. 3.1.2
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
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Planned Course Instruction
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C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
Literature of Early America (Revolutionary War
Era Literature)
✓ ”Speech in the Virginia Convention” Patrick Henry
✓ ”The Declaration of Independence” - Thomas
Jefferson
✓ “The American Crisis #1” - Thomas Paine
15
CC.1.2.11-12.A, B, C, D, E, F, G,
H, L
CC.1.3.11-12.A, B, C, E, F, G, H, I,
J, K
CC.1.4.11-12.A, B, C, D, E, F, G,
H, I, J, K, Q, R, S, T, U, W, X
CC.1.5.11-12.A, B, C, D, E, F, G
✓ “To His Excellency, General George Washington” Phillis Wheatley
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
L.N.1.3.3
L.N.2.3.5
✓ “On Being Brought from Africa to America” - Phillis
Wheatley
L.N.2.3.6
✓ “The Interesting Narrative of the Life of Olaudah
Equiano” - Olaudah Equiano
L.N.1.1.4
L.N.2.4.1
L.N.2.5.4
✓ Excerpt from The Autobiography - Ben Franklin
L.N.2.5.6
✓ “Ben Franklin: America’s Everyman” - William
Andrews
L.F.1.2.4
✓ from Poor Richard’s Almanack Proverbs - Ben
Franklin
L.F.1.2.2
L.F.1.2.3
L.F.1.2.1
✓ African Proverbs (in text)
L.F.2.2.1
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Planned Course Instruction
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✓ ”Dialogue Between Franklin and the Gout” - Ben
Franklin (CP & Honors)
L.F.2.2.3
L.F.2.2.2
L.F.2.4.1
L.F.2.3.6
L.F.2.5.1
C.P. 1.1.5
C.P.3.1.1
C.P. 3.1.2
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
Literature of the American Renaissance (Gothic
Romanticism)
✓ “The Devil and Tom Walker” - Washington Irving
✓ “The Oval Portrait” - Edgar Allan Poe
✓ “Hop-Frog” - Edgar Allan Poe
15
CC.1.2.11-12.A, B, C, D, E, F, G,
H, I, L
CC.1.3.11-12.A, B, C, E, F, G, H, I,
J, K
CC.1.4.11-12.A, B, C, D, E, F, G,
H, I, J, K, Q, R, S, T, U, W, X
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
CC.1.5.11-12.A, B, C, D, E, F, G
Oley Valley School District
Planned Course Instruction
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✓ “Berenice” - Edgar Allan Poe
L.N.1.3.3
✓ “The System of Dr. Tarr and Professor Fether” Edgar Allan Poe (CP & Honors)
L.N.2.3.5
L.N.2.3.6
✓ “The Black Cat” - Edgar Allan Poe
L.N.2.4.1
✓ “Cask of Amontillado” - Edgar Allan Poe
L.N.1.1.4
✓ “Fall of the House of Usher” - Edgar Allan Poe
L.N.2.5.4
✓ “The Tell-Tale Heart” - Edgar Allan Poe
L.N.2.5.6
✓ “The Facts in the Case of M. Valdemar” - Edgar
Allan Poe (Honors)
L.F.1.2.4
✓ “Instinct vs. Reason” - Edgar Allan Poe (CP &
Honors)
L.F.1.2.2
L.F.1.2.3
✓ Excerpt from “The Philosophy of Composition” Edgar Allan Poe (CP & Honors)
L.F.1.2.1
✓ On Writing ‘The Raven’” - Literary Criticism (311)
L.F.2.2.3
✓ Poems by Edgar Allan Poe (assorted)
L.F.2.2.2
✓ “The Minister’s Black Veil” - Nathaniel Hawthorne
L.F.2.4.1
✓ “The Birthmark” - Nathaniel Hawthorne
L.F.2.3.6
✓ Excerpt from Moby Dick - Herman Melville
L.F.2.5.1
L.F.2.2.1
C.P. 1.1.5
C.P.3.1.1
C.P. 3.1.2
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
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Planned Course Instruction
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C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
Literature of the American Renaissance
(Transcendentalism)
✓ ”Thanatopsis” - William Cullen Bryant
✓ ”The Tide Rises, The Tide Falls” - Henry
Wadsworth Longfellow
✓ “A Psalm of Life” - Henry Wadsworth Longfellow
10
CC.1.2.11-12.A, B, C, D, E, F, G,
H, I, L
CC.1.3.11-12.A, B, C, E, F, G, H, I,
J, K
CC.1.4.11-12.A, B, C, D, E, F, G,
H, I, J, K, Q, R, S, T, U, W, X
CC.1.5.11-12.A, B, C, D, E, F, G
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
L.N.1.3.3
✓ ”On Ralph Waldo Emerson” - Charles Johnson
L.N.2.3.5
✓ Excerpt from Nature - Ralph Waldo Emerson
L.N.2.3.6
✓ ”Introduces Henry David Thoreau” - Gretel Ehrlich
L.N.2.4.1
✓ Excerpt from Civil Disobedience - Henry David
Thoreau
L.N.1.1.4
L.N.2.5.4
✓ Excerpt from Walden - Henry David Thoreau
L.N.2.5.6
✓ “Because I Could Not Stop For Death” - Emily
Dickinson
L.F.1.2.4
✓ “My Life Closed Twice Before its Close” - Emily
Dickinson
L.F.1.2.3
✓ “The Soul Selects Her Own Society” - Emily
Dickinson
L.F.1.2.1
L.F.1.2.2
L.F.2.2.1
✓ “Water is Not Meant For Thirst-” - Emily Dickinson
Oley Valley School District
Planned Course Instruction
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✓ “I Heard A Fly Buzz When I Died” - Emily
Dickinson
L.F.2.2.3
L.F.2.2.2
✓ “There is a Certain Slant of Light-” - Emily
Dickinson
L.F.2.4.1
L.F.2.3.6
✓ Excerpt from Leaves of Grass - Walt Whitman
L.F.2.5.1
✓ Excerpt from Song of Myself - Walt Whitman
C.P. 1.1.5
✓ “When I Heard the Learn’d Astronomer” - Walt
Whitman
C.P.3.1.1
✓ “A Noiseless Patient Spider” - Walt Whitman
C.P. 3.1.2
✓ “I Hear America Singing” - Whitman
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
Division, Reconciliation, and Expansion Literature of the Frontier
15
CC.1.2.11-12.A, B, C, D, E, F, G,
H, I, L
✓ “What To The Slave is the Fourth of July” Frederick Douglass
CC.1.3.11-12.A, B, C, E, F, G, H, I,
J, K
✓ Excerpt from My Bondage, My Freedom - Frederick
Douglass
CC.1.4.11-12.A, B, C, D, E, F, G,
H, I, J, K, Q, R, S, T, U, W, X
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
CC.1.5.11-12.A, B, C, D, E, F, G
Oley Valley School District
Planned Course Instruction
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✓ Excerpt from The Narrative of the Life of Frederick
Douglass - Frederick Douglass (CP & Honors)
L.N.1.3.3
L.N.2.3.5
✓ “I Will Fight No More Forever” - Chief Joseph
L.N.2.3.6
✓ “On Sojourner Truth” - Nell Irvin Painter
L.N.2.4.1
✓ “Ain’t I A Woman?” - Sojourner Truth
L.N.1.1.4
✓ “An Account of an Experience with Discrimination”
- Sojourner Truth
L.N.2.5.4
L.N.2.5.6
✓ “An Episode of War” - Stephen Crane
L.F.1.2.4
✓ “The Occurrence at Owl Creek Bridge” - Ambrose
Bierce
L.F.1.2.3
✓ “The Gettysburg Address” - Abraham Lincoln
L.F.1.2.2
✓ Excerpt from Mary Chesnut’s Civil War - Mary
Chesnut
L.F.1.2.1
✓ What They Fought For - James McPherson
L.F.2.2.3
✓ ”The Letter of Sullivan Ballou” - Sullivan Ballou
L.F.2.2.2
✓ ”How to Tell A Story” - Mark Twain
L.F.2.4.1
✓ “The Notorious Jumping Frog of Calaveras
County” - Mark Twain
L.F.2.3.6
L.F.2.2.1
L.F.2.5.1
✓ To Build A Fire” - Jack London
C.P. 1.1.5
✓ “The Story of an Hour” - Kate Chopin
C.P.3.1.1
✓ “We Wear the Mask” - Paul Laurence Dunbar
C.P. 3.1.2
✓ “Richard Cory” - Edwin Arlingon Robinson
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
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Planned Course Instruction
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C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
Dissolution, Defiance, and Discontent Modernism
✓ “The Love Song of J. Alfred Prufrock” - T. S. Eliot
✓ “The Unknown Citizen” - W.H. Auden
20-25
CC.1.2.11-12.A, B, C, D, E, F, G,
H, I, L
CC.1.3.11-12.A, B, C, E, F, G, H, I,
J, K
✓ “In Another Country” - Ernest Hemingway
CC.1.4.11-12.A, B, C, D, E, F, G,
H, I, J, K, Q, R, S, T, U, W, X
✓ “Theme for English B” - Langston Hughes
CC.1.5.11-12.A, B, C, D, E, F, G
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
L.N.1.3.3
✓ ”The Negro Speaks of Rivers” - Langston Hughes
L.N.2.3.5
✓ “I, Too” - Langston Hughes
L.N.2.3.6
✓ ”Refugee In America” - Langston Hughes
L.N.2.4.1
✓ ”The Tropics in New York” - Claude McKay
L.N.1.1.4
✓ “A Black Man Tells of Reaping” - Claude McKay
L.N.2.5.4
✓ “Dark Tower” - Claude McKay
L.N.2.5.6
✓ Excerpt from Dust Tracks in the Road - Zora Neale
Hurston
L.F.1.2.4
✓ “A Few Don’ts” - Ezra Pound
L.F.1.2.2
✓ Assorted Imagist Poetry - (Ezra Pound, William
Carlos Williams, H.D., e. e. cummings)
L.F.1.2.1
L.F.1.2.3
L.F.2.2.1
✓ “Ars Poetica” - Archibald MacLeish
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Planned Course Instruction
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✓ “The Mending Wall” - Robert Frost
L.F.2.2.3
✓ “Stopping By Woods on a Snowy Evening” Robert Frost
L.F.2.2.2
L.F.2.4.1
✓ ”Out, Out--” Robert Frost
L.F.2.3.6
✓ “Acquainted with the Night” - Robert Frost
L.F.2.5.1
✓ ”The Gift Outright” - Robert Frost (CP & Honors)
C.P. 1.1.5
✓ The Great Gatsby - F. Scott Fitzgerald
C.P.3.1.1
✓ Our Town: A Play in Three Acts - Thornton Wilder
(Honors)
C.P. 3.1.2
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
New Voices, New Frontiers - Literature of the
Post-War and Modern Era (Post-Modernism)
15
CC.1.2.11-12.A, B, C, D, E, F, G,
H, I, L
✓ “The Life You Save Might Be Your Own” - Flannery
O’Connor
CC.1.3.11-12.A, B, C, E, F, G, H, I,
J, K
✓ “Inaugural Address” - John F. Kennedy
CC.1.4.11-12.A, B, C, D, E, F, G,
H, I, J, K, Q, R, S, T, U, W, X
L.N.1.3.1
L.N.1.3.2
L.N.2.3.3
L.N.2.1.1
L.N.2.1.2
CC.1.5.11-12.A, B, C, D, E, F, G
Oley Valley School District
Planned Course Instruction
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✓ “Letter From Birmingham Jail” - Martin Luther
King, Jr.
L.N.1.3.3
L.N.2.3.5
✓ Excerpt from Hiroshima - John Hersey
L.N.2.3.6
✓ ”Everything Stuck to Him” - Raymond Carver
L.N.2.4.1
✓ ”Traveling Through the Dark” - William E. Stafford
L.N.1.1.4
✓ ”Who Burns for the Perfection of Paper” - Martin
Espada
L.N.2.5.4
L.N.2.5.6
✓ ”Camouflaging the Chimera” - Martin Espada
L.F.1.2.4
✓ ”Man Listening to Disc” - Billy Collins
L.F.1.2.3
✓ ”The Latin Deli: An Ars Poetica” - Judith Ortiz Cofer
L.F.1.2.2
✓ Death of a Salesman - Arthur Miller (Honors)
L.F.1.2.1
✓ Catcher in the Rye - J.D. Salinger
L.F.2.2.1
L.F.2.2.3
L.F.2.2.2
L.F.2.4.1
L.F.2.3.6
L.F.2.5.1
C.P. 1.1.5
C.P.3.1.1
C.P. 3.1.2
C.P. 3.1.3
C.P.3.1.4
C.P.3.1.5
C.P.1.1.4
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Planned Course Instruction
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C.P.2.1.1
C.P.2.1.2
C.P.2.1.4
C.P.2.1.6
C.P.2.1.7
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K-U-D Chart
Unit 1: A Gathering of Voices - Literature of Early America (Native American Literature)
Unit Essential Questions:
What were the major roles of early American writers?
What were early American themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How does American literature from the past shape contemporary society?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-The importance of the oral tradition in Native
American culture
-The locations of key Native American tribes
-Origin story themes
-The importance of writing a constitution to create
a governing body
-The effect of colonization on Native American
tribes
-Historical Contexts (French & Indian War, the
Iroquois Nation)
-MLA Formatting, citations, avoiding plagiarism
-Alexis de Tocqueville’s perception of American
values, life, culture, etc.
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-Approaches to defining American literature
-The effect of literature on society
-The development of archetypes and use of symbols in a text
-Thematic similarities in works across cultures
-How Tocqueville’s observations in Democracy in America are
different from or similar to contemporary American society
Planned Course Instruction
Students will be able to …
-Identify patterns of theme and language in origin
stories
-Make connections between Native American origin
stories and constitutions to contemporary society and
beliefs
-Analyze the importance and meaning behind
symbols in a text
-Create origin stories utilizing symbols and common
language patterns
-Explore Native American cultural values and
experiences
-Identify and analyze similarities and differences
between American culture in early America in
comparison to contemporary society
16
Recommended Vocabulary
Unit 1: A Gathering of Voices - Literature of Early America (Native American Literature)
Ancestors
Origin myth
Archetype
Disposition
Constitution
Tempered
Deliberation
Engender
Symbolism
Oley Valley School District
Habitation
Magistrate
Legislature
Emigrate
Oppress
Augment
Abolish
Suffrage
Privation
Planned Course Instruction
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K-U-D Chart
Unit 1: Early American Literature (Puritan Literature)
Unit Essential Questions:
What were the major roles of early American writers?
What were early American themes and values?
What is uniquely American about those themes and values?
What was the New World’s natural environment?
What were the colonists’ attitudes toward the New World environment?
How does American literature from the past shape contemporary society?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-The Puritan belief system
-The effect of Puritanism on colonial life, writing
style, and behavior
-Styles of literature
-Historical contexts (The Mayflower journey,
background of the Puritans, Salem Witch Trials,
The First Great Awakening)
-Background on authors
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-Approaches to defining American literature
-The effect of literature on society
-Conceits, metaphors, and writing styles
-Thematic similarities in works across texts
Planned Course Instruction
Students will be able to …
-Identify patterns of theme and language Puritan
texts
-Make connections between Puritan literature and
contemporary society
-Analyze the importance and meaning behind
symbols in a text
-Develop arguments in response to literary texts
-Explore the effects of Puritan beliefs on literature
and society
18
Recommended Vocabulary
Unit 2: Early American Literature (Puritan Literature)
Inert
Trepidation
Summon
Wrath
Ignominy
Eldritch
Despotic
Persecute
Reprimand
Gibbet
Contentious
Malefactress
Pallid
Obviated
Creed
Condemnation
Excommunication
Deposition
Phantasmagoric
Physiognomy
Propinquity
Potent
Scoff
Quavering
Befuddled
Pillory
Adduced
Usurping
Citadel
Conviction
Beguile
Immaculate
Sumptuary
Averred
Beneficience
Paradox
Falter
Floundering
Qualm
Mien
Bedizen
Inexplicable
Vengeance
Solemn
Reprieve
Callously
Purport
Erudition
Sere
Apprehension
Poppet
Retaliation
Apparition
Sagacity
Interposition
Verdure
Resentment
Indignant
Statute
Contemplation
Wont
Pharmacopoeia
Lamentation
Contention
Condemned
Adamant
Afflicted
Amendable
Inimical
Primeval
Formidable
Dote
Belie
Dumbfounded
Insubordination
Palliate
Contiguity
Conjure
Base
Boundless
Slovenly
Simples
Somniferous
Misanthropy
Subservient
Pious
Penitence
Transfixed
Emolument
Etherealized
Satiating
Pretense
Theology
Decorous
Befouled
Ascetic
Thenceforth
Colloquy
Prodigious
Daft
Imbue
Quail
Plebeian
Undissembled
Effluence
Faction
Tainted
Lucubrations
Denounce
Progenitors
Expiation
Extenuation
Afflict
Calamity
Sepulchers
Flask
Talisman
Impute
Machinations
Menacingly
Lechery
Inauspicious
Rile
Vivify
Somnambulism
Inured
Vestry
Remorseless
Contumely
Providence
Anathemas
Zenith
Mollified
Stench
Gaunt
Caprice
Inviolable
Sprite
Benign
Prattle
Blackguard
Impiety
Obeisance
Animadversion
Countenanced
Depredations
Festal
Dissolute
Irrefragable
Potentate
Aqua-vitae
Deportment
Lees
Probity
Oley Valley School District
Planned Course Instruction
19
K-U-D Chart
Unit 3: A Gathering of Voices - Literature of Early America (Revolutionary War Era Literature)
Unit Essential Questions:
What are the roles American writers?
What are American literary themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How did attitudes toward culture show up in literature?
How does American literature from the past shape contemporary society?
How do literary movements shape social, cultural, and political commentary?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-The development of revolutionary sentiment in
the colonies
-Rhetorical appeals, devices, and fallacies
-Effective argumentative writing
-Historical contexts (The Revolutionary War, Age
of Enlightenment, the Founding Fathers)
-The shift from private to public writing
-Background on authors
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-Approaches to defining American literature
-The effect of literature on society
-The use of rhetorical appeals in a text
-The use of rhetorical devices in a text
-The use of rhetorical fallacies in a text
-The use of propaganda
Planned Course Instruction
Students will be able to …
-Make connections between Revolutionary War Era
Literature and contemporary society
-Analyze the rhetorical function of documents that
help to establish governments
-Create an argument and sustain an argument
-Utilize rhetorical devices and appeals in
argumentative writing
-Analyze rhetorical devices, appeals, and fallacies in
argumentative writing
20
Recommended Vocabulary
Unit 3: A Gathering of Voices - Literature of Early America (Revolutionary War Era Literature)
Insidious
Rectitude
Squander
Privileges
Prudent
Intuitively
Vigilant
Propitious
Capable
Despotism
Tempest
Taboo
Salutary
Martial
Nostalgia
Unanimity
Implore
Flourished
Candid
Pensive
Copious
Assent
Lament
Wretched
Harass
Arduous
Dejected
Tyranny
Avarice
Inseparable
Redress
Vigilance
Heightened
Acquiescence
Incorrigible
Pacify
Inalienable
Posterity
Unabated
Procure
Interspersed
Oley Valley School District
Planned Course Instruction
21
K-U-D Chart
Unit 4: Literature of the American Renaissance (Gothic Romanticism)
Unit Essential Questions:
What are the roles American writers?
What are American literary themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How did attitudes toward culture show up in literature?
How does American literature from the past shape contemporary society?
How do literary movements shape social, cultural, and political commentary?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-Historical Contexts (Revolt against the Age of
Reason, Conflict)
-Characteristics of Romantic Period literature
-Research methods and procedures
-Literary elements (plot, characterization, theme)
-Static vs. Dynamic characters
-Background on authors
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-Approaches to defining American literature
-The effect of literature on society
-Elements of fiction
-Research methods and procedures
-The purpose of literary criticism
-How fiction can be a reflection of society
Planned Course Instruction
Students will be able to …
-Make connections between Gothic Romantic
literature and contemporary society
-Identify relevant details to determine the
essential message
-Draw inferences from texts
-Write a research paper that makes, sustains,
and supports an argument
-Explore and analyze literary criticism
22
Recommended Vocabulary
Unit 4: Literature of the American Renaissance (Gothic Romanticism)
Static
Hogsheads
Aperture
Seraphs
Herod
Dynamic
Chimeras
Connoisseurship
Coveted
Habiliments
Unreliable narrator
Loathing
Draught
Sepulcher
Prostrate
Stock Character
Pertinacity
Amontillado
Azure
Impetuosity
Monomania
Chateau
Barbarous
Myriad
Illimitable
Ascendancy
Incipient
Fete
Imbued
Sedges
Quiescence
Candelabrum
Flax
Pall
Opium
Sylph
Vignette
Cupola
Wan
Tarn
Earnest
Austere
Caryatides
Writhes
Munificent
Ruminating
Pined
Grating
Quaint
Appellation
Propensity
Ardor
Privy
Wrought
Cadaverousness
Incitement
Pallid
Triplicate
Surcease
Anomalous
Pertinacious
Aghast
Avatar
Obeisance
Dint
Cerement
Impunity
August
Beguiling
Cataleptical
Reverie
Wont
Ingress/Egress
Censer
Incubus
Lucid
Immolation
Improvisatori
Nepenthe
Acquiescence
Emaciation
Gemmary
Brazier
Equivocal
Accoutered
Infirmity
Motley
Piquancy
Sentience
Brocade
Perverseness
Rheum
Arabesque
Trepidancy
Hauteur
Vex
Roquelaire
Ruddier
Pedestrian
Obstreperous
Infamy
Flambeaux
Disapprobation
Inscrutable
Doffed
Oley Valley School District
Planned Course Instruction
23
K-U-D Chart
Unit 5: Literature of the American Renaissance (Transcendentalism)
Unit Essential Questions:
What are the roles American writers?
What are American literary themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How did attitudes toward culture show up in literature?
How does American literature from the past shape contemporary society?
How do literary movements shape social, cultural, and political commentary?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-The tenets of the Transcendentalist belief system
-Authors, philosophers that started the movement
-Historical contexts (Industrial Revolution, preCivil War sentiments)
-Characteristics of Transcendentalist literature
-Elements of poetry and sound devices
-Effects of the Transcendentalist movement on
society
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-The effect of literature on society
-Elements of poetry, sound devices, and rhetorical effect
-How belief systems shape and affect literature
-The importance of social commentary made through different
media
Planned Course Instruction
Students will be able to …
-Analyze poetry for meaning, structure, and context
-Identify tenets of the Transcendentalist belief
system within works of the time period
-Explore how Transcendentalism has an effect on
contemporary American society
-Create texts that explore or define personal beliefs
24
Recommended Vocabulary
Unit 5: Literature of the American Renaissance (Transcendentalism)
Perpetual
Surmised
Decorum
Eternity
Tranquil
Interposed
Conviction
Affliction
Dilapidated
Ample
Sublime
Finite
Superfluous
Infinite
Magnanimity
Stirring
Expedient
Abeyance
Alacrity
Effuse
Bequeath
Stealthily
Robust
Oley Valley School District
Planned Course Instruction
25
K-U-D Chart
Unit 6: Division, Reconciliation, and Expansion – Literature of the Frontier
Unit Essential Questions:
What are the roles American writers?
What are American literary themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How did attitudes toward culture show up in literature?
How does American literature from the past shape contemporary society?
How do literary movements shape social, cultural, and political commentary?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-Rhetorical purposes of a slave narrative
-Historical Contexts (Civil War, Abolition,
Expansion)
-How attitudes toward war manifest themselves in
literature (fiction and non-fiction)
-Epistolary writing
-Realism
-Diaries and journals; authors’ general purposes
for writing
-Diction
-Author backgrounds
Oley Valley School District
What’s the big idea?
Students will understand …
-The primary and secondary purposes of a slave narrative and the
effect that slave narratives had on a Pre-Civil War society
-Events leading up to and coming after the Civil War
-The importance of letter writing, journaling, and diary writing
during the Civil War Era
-Denotation vs. Connotation
-Connections and relationships between place and literature
-The effect of literature on society
-Themes and characteristics of literature during the American
Realism movement
Planned Course Instruction
Students will be able to …
-Compare and contrasts pre and post war sentiments
in literature
-Analyze and discuss the rhetorical purpose of slave
narratives
-Identify common themes in journals, letters, and
diary entries of the time period
-Explore the effect of literature on society
-Analyze the connection between place and literature
-Analyze themes and characteristics of American
Realism found in the literature
26
Recommended Vocabulary
Unit 6: Division, Reconciliation, and Expansion – Literature of the Frontier
Etiquette
Obstinate
Realism
Antebellum
Recruits
Sinister
Abolition
Fluctuation
Benevolent
Deference
Spectator
Deficient
Dictum
Offensive
Fervent
Summarily
Brigade
Opposition
Apprised
Entrenchments
Consternation
Ineffable
Precipitate
Intolerable
Adjourned
Aggregation
Oppressed
Convention
Commotion
Smite
Intercepted
Disdainfully
Consecrate
Ascended
Epistolary
Hallow
Assault
Virtuous
Anarchy
Oley Valley School District
Planned Course Instruction
27
K-U-D Chart
Unit 7: Dissolution, Defiance, and Discontent - Modernism
Unit Essential Questions:
What are the roles American writers?
What are American literary themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How did attitudes toward culture show up in literature?
How does American literature from the past shape contemporary society?
How do literary movements shape social, cultural, and political commentary?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-Themes and characteristics of Modern Period
Literature
-Historical Contexts (World War 1, Social Class
Structure, Prohibition, Stock Market Crash)
-Author backgrounds
-Harlem Renaissance
-Imagist Poetry
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-The effect of literature on society
-How race, social class, and gender affect literary movements
-How feelings of disillusionment, discontent, despair, alienation,
detachment, and isolation manifested themselves in American
literature during the time period
-How poetry can take on many forms
Planned Course Instruction
Students will be able to …
-Identify how World War 1 provoked feelings of
disillusionment, isolation, alienation, and
detachment in American writers
-Explore common Modernist themes
-Analyze how class, race, and gender play a role in
the creation of literature during this time
-Identify different types of poetry
-Create poems that mimic Modernist poetry
-Explain how historical context affects the creation
of literature
-Make connections between the Modern Period and
contemporary society
28
Recommended Vocabulary
Unit 7: Dissolution, Defiance, and Discontent - Modernism
Disillusionment
Subterfuge
Laden
Sinuous
Detached
Detachment
Sporadic
Stratum
Mundane
Disgraced
Alienation
Evasion
Benediction
Poignant
Resign
Renaissance
Succulent
Corroborate
Sediment
Encroached
Imagist
Roadster
Forlorn
Dispersal
Vanquished
Modernism
Prohibition
Elocution
Plodding
Vindicated
Feign
Harrowed
Pander
Migrant
Circumvent
Mar
Jonquil
Tedious
Exposures
Virulent
Supercilious
Corrugated
Insidious
Huddled
Inextricable
Deft
Nebulous
Digress
Stout
Tactful
Retort
Laudable
Malingers
Conduct
Piety
Libel
Senile
Meticulous
Psychology
Dyspepsia
Wag
Lethargic
Obtuse
Sensible
Despondent
Immoderately
Dilatory
Voluminous
Sowed
Brutal
Shrill
Affront
Dogma
Reaped
Wonton
Shiftless
Croon
Apparition
Suffice
Cunning
Eddies
Inviolate
Fallowness
Insatiable
Effigies
Malevolence
Inquest
Fortuitous
Palpable
Brazenness
Oley Valley School District
Planned Course Instruction
29
K-U-D Chart
Unit 8: New Voices, New Frontiers – Literature of the Post-War Era (Post-Modernism)
Unit Essential Questions:
What are the roles American writers?
What are American literary themes and values?
What is uniquely American about those themes and values?
How did attitudes toward nature show up in literature?
How did attitudes toward culture show up in literature?
How does American literature from the past shape contemporary society?
How do literary movements shape social, cultural, and political commentary?
KNOW
UNDERSTAND
DO
What do students need to know in order to
be able to understand and do?
What do students need to understand?
What do students need to be able to do by
the end of the unit?
Students need to know …
-Themes and characteristics of Post-Modern
Period
-Historical Contexts (Civil Rights Era, World War
II)
-Author backgrounds
-Grotesque characters and characterization
-Fragmentation
-The concept of the American Dream
-How media affects the creation of literature
-Protest and advocacy
Oley Valley School District
What’s the big idea?
Students will understand …
-Connections and relationships between place and literature
-The effect of literature on society
-How race, social class, and gender affect literary movements
-Protest literature
-How the concept of the American Dream manifested itself into
American literature
-Plot fragmentation
Planned Course Instruction
Students will be able to …
-Analyze a writer’s political assumptions
-Evaluate the use of symbols in a text
-Identify cause and effect relationships within the
literature
-Map out fragmented plot lines
-Analyze the connection between place and literature
-Make connections between the Post-Modern period
and contemporary society
-Analyze the effect of protest literature on society
30
Recommended Vocabulary
Unit 8: New Voices, New Frontiers – Literature of the Post-War Era (Post-Modernism)
Evacuated
Frayed
Grippe
Volition
Wily
Suave
Rendezvous
Gaudy
Chafe
Incessant
Master
Blasé
Convivial
Intent
Sacrilegious
Civilian
Permeated
Harrowing
Desolate
Extraneous
Bourgeois
Ominous
Latent
Chiffonier
Ravenous
Engrossed
Halitosis
Morose
Jubilant
Pedagogical
Diligence
Perdition
Hemorrhages
Unscrupulous
Platitudes
Repugnant
Appropriate
Discern
Ostracize
Preconceptions
Sadistic
Endured
Incognito
Seeping
Rostrum
Quail
Pacifist
Oley Valley School District
Planned Course Instruction
31
Oley Valley School District
Planned Course Instruction
32