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Ashland Blazer Core Academic Standards Curriculum Map

American Literature CCR English 3 – Grade 11

First 9 Weeks: Instruction will focus on initial stages in several areas:

Students will acquire skills that will enhance learning and improve success, including Cornell note-taking skills and active reading strategies.

Reading will engage literary nonfiction, fiction, myth, and primary source nonfiction

Writings will be personal, explanatory, and analytical.

Language acquisition will focus on rhetorical and figurative language, as well as structural analysis of roots and affixes.

Essential Question(s):

How does common literature create common values and expectations?

How can studying the past lead to new opportunities for the future?

What literature did Native Americans create and why?

What is the first European literature of the land and why?

How did Puritanism affect the form and content of communication?

How do early American writings help us understand issues facing current society?

How did the interaction of the people with the land and with each other affect the literature of the time?

What are the cross-cultural and cross-temporal connections?

How did persuasive techniques affect development of early American societies?

What is the difference between persuasion and argument?

How can the artifacts and evidence of persuasion be detected?

Learning Targets (“I Can” Statements) I CAN…

recognize task, audience and purposes

identify figurative words and phrases.

determine the figurative meaning of words and phrases and the multiple meanings they may imply.

identify central idea/other main points of an essay or speech.

find evidence/quotes/passages from text to support my ideas.

make note of significant information/ quotes/passages, while reading

recognize the central message(s) the author conveys.

I can use the plot diagram to show the major events of the text.

explain the author’s choices and rhetorical purposes for using specific words/phrases to develop meaning.

break down and explore the main/central idea, purpose, and persuasive strategies of U.S. historical documents.

cite textual evidence to support analysis of text.

understand the text by reflecting on key ideas and details.

regularly write over extended periods of time.

regularly write over short time frames.

recognize that word usage is a matter of context, can change over time, and is sometimes questioned.

solve problems of difficult or tricky usage with references

use correct capitalization, punctuation, and spelling when writing.

edit for conventions.

define tone.

analyze how writers create tone.

determine how the author uses rhetorical devices to influence the audience.

identify the main/central idea, purpose, and persuasive strategies of U.S. historical documents

http://www.michigan.gov/documents/mde/English_Grade_11_181576_7.pdf

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Reading Focus Writing Focus Language Listening/Speaking

Native American Stories – Primary Sources - Persuasive Rhetoric W.11-12.4. On Demand W.11–12.2; W.11-12.5 Comparison Critical Review W.11-12.1 Analysis Revising & Editing

L.11-12.1 Sentence Variety Building Vocabulary L.11–12.3 Context Clues Interpreting Analogies

L.11-12.4 Gerunds & Verb Tenses Plurals vs. Possessives First Fives

L11-12.5 Figurative-Rhetorical Language

SL.11-12.3. Oral Storytelling SL.11-12.1. Group Presentation

Informational Literature

RI.11–12.6; RI.11–12.9 from La Relacion from Of Plymouth Plantation

from The Interesting Narrative of the Life of Olaudah Equiano A Sojourn in the Lands of My Ancestors A RI.11-12.5; RI.11-12.8; RI.11-12.9.

The Declaration of Independence Speech in the Virginia Convention from Poor Richard’s Almanack

RL.11-12.4. The Worn Path – Eudora Welty RL.11–12.9: Native American Mythology- “The World on the Turtle’s Back” 'Coyote' Stories RL.11–12.6 “Sinners in the Hands of an Angry God” RL.11–12.9: RL.11-12.4. “To My Dear and Loving Husband” “Upon the Burning of Our House” The Scarlet Letter - excerpts

FOCUS STANDARDS

READING: LITERATURE RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). RL.11–12.9: Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. READING: INFORMATIONAL RI.11-12.5. Analyze and 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. RI.11–12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

WRITING: W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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LANGUAGE L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.11–12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

SPEAKING & LISTENING: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

ASSESSMENTS

FORMATIVE: (suggested) Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries; Graphic organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion; Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; Entrance/Exit slips; Freeze Scenes; Face-off; As I See It

SUMMATIVE: (suggested) Presentations (oral/graphic); Proscribed writing: article, analysis, paragraph; Multiple choice, True/false, Matching, Short answer, Fill in the blank, extended written response tests and quizzes

RESOURCES

VISUAL: : Transparencies; Power Point; video; Net activities; First Five ACT PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text

AUDITORY Audio library; Media presentations; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures: Music; Soundtrack; Speeches; Improvisation; Skits; CD; Internet

KINESTHETIC: Koosh Toss, Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary

INSTRUCTIONAL TERMINOLOGY

inference, text, context, connotation, denotation, interpret, compare, contrast, purpose, style, diction, theme, point-of-view, perspective, evidence, figurative, connotative, rhetorical, persuasive, argument, opinion, oxymoron, parallelism, pragmatism, idealism

INTERVENTIONS

Struggling Learners: See 504 Plans/IEPs “Say Something” Comprehension Strategy * “Word Storming” & “Getting the Gist”*

*reference - http://www.literacywithoutlimits.org/ LD Online - http://www.ldonline.org/educators

Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study) KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html

http://www.literacywithoutlimits.org/

http://www.ldonline.org/educators

http://www.kidsource.com/kidsource/pages/ed.gifted.html

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Ashland Blazer Core Academic Standards Curriculum Map American Literature CCR English 3 – Grade 11

Second 9 Weeks: Instruction will reinforce instruction from first nine weeks, while extending skill practice into new and familiar arenas.

This unit illustrates the positive and negative reactions to a growing nation through literature. Authors convey their belief in the individual, the power of the imagination, and the significance of nature against the backdrop of the Industrial Revolution. Gothic and Transcendentalist ideals contribute to the evolution of the literature of this emerging American culture.


Does Transcendentalism still influence American life and thought?

How does Romanticism affect the American imagination?

Are intuition and imagination of equal value to logical reasoning?

What are the elements of American Gothic literature?

What are the elements of Transcendentalism?

How did Romanticism and Transcendentalism contribute to Manifest Destiny?

How did the Civil War and the issue of slavery affect the form and content of communication?

What is liberty?


recognize the central message the author conveys.

trace themes through a text and understand how they connect and/or change.

explain the main ideas of a text without including any opinion

break apart two or more central messages or ideas in a text and determine the author’s purpose.

distinguish between theme and topic

identify how the author’s choice of details (characterization, setting, mood, figurative language, etc. ) supports the central message of the text.

identify words and phrases that impact meaning and tone.

identify the multiple meanings of words including the connotations and denotations.

identify language that is fresh, engaging, or beautiful.

recognize figurative/rhetorical devices that enhance the piece.

determine the meanings of words and phrases in context and their impact on meaning and tone.

determine the connotative and denotative meanings of words and phrases as they are used in a text.

analyze specific words’ impact on meaning and tone

identify the emotional and artistic appeal that author’s style choices evoke.

describe the historical context of (18th, 19th, or 20th) century

determine the theme or themes of foundational American Literature

compare/ contrast similar themes from two or more texts from the (18th, 19th, or early 20th) century

compare/ contrast similar topics from two or more texts from the (18th, 19th, or early 20th) century

identify foundational works of (18th, 19th, or 20th) century

recognize: - complex ideas, - effective conclusions that follow from and support the information or explanation presented

organize complex ideas and information to make important connections and distinctions to my topic.

determine appropriate use of syntax to link major sections and clarify the text.

select precise language and discipline specific vocabulary to foster the complexity of the text.

determine an appropriate formal style and unbiased tone for a conclusion that follows from and supports the information presented.

write informative texts that examine complex ideas, clarify the information, organize the ideas, and analyzes the content.

organize complex ideas that build on each other and create a unified idea

format the text and use multimedia to aid comprehension.

develop the topic thoroughly by: - selecting the most relevant facts, concrete

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analyze how the author’s choices impact the overall structure, meaning, and the reader’s emotional reaction to the text.

identify examples of: satire, sarcasm, irony, understatement from the text,

compare and contrast what is directly stated in a text according to its implied or inferred meaning.

use non-literal interpretation and identify the author’s point of view.

use correct capitalization, punctuation, and spelling when writing

punctuation rules for hyphen usage

use hyphens in phrases and clauses

recall and apply spelling rules

identify and correct misspelled words

details, and quotations, - offering definitions, using examples and other information appropriate to the audience’s knowledge of the topic.

use appropriate and varied transitions and syntax to create cohesion among the complex ideas and concepts.

use:- precise language, - discipline specific vocabulary, - figurative language to manage the complexity of the topic.

establish and maintain a formal style and unbiased tone appropriate to the discipline.

create a conclusion that follows from and supports the information or explanation presented.


W.11-12.2; W.11-12.4; W.11-12.10 Letter Obituary Diary W.11-12.1; W.11-12.7; W.11-12.8; W.11-12.9; W.11-12.10; Research (Argument) Analytical Essay Literary Interpretation

L.11-12.1; L.11-12.2 L.11-12.3; L.11-12.4; L.11-12.6 First Fives Adjective & Adj. Phrases Sentence Crafting Word Parts Double Negatives Superlatives

SL.11-12.3; 4; 5 Group Discussion Paired-Reading Monologue SL.11-12.2; SL.11-12.4 Research -(presentation)


RI.11-12.2. Gary Keillor (autobiographical) RI.11-12.3; RI.11-12.8 I Will Fight No More Forever On Civil Disobedience Narrative of the Life of Frederick Douglass, an American slave RI.11-12.4. Danse Macabre (essay) RI.11-12.2. RI.11-12.9. The Gettysburg Address (speech) RI.11-12.5. Life On The Mississippi (memoir) from The Autobiography of Mark Twain

RL.11-12.2. A Psalm of Life; The Devil & Tom Walker RL.11-12.1; RL.11-12.5 from Self-Reliance, Civil Disobedience, and Walden RL.11-12.4. I Hear America Singing RL.11-12.9. The Raven The Fall of the House of Usher An Occurrence at Owl Creek Bridge RL.11-12.2; RL11-12.6 Adv. Of Huckleberry Finn (excerpts)

FOCUS STANDARDS

READING: Literature

RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. READING: Informational RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI.11-12.3. 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. RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.5. Analyze and 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. RI.11-12.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

WRITING:

W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of

American literature, including how two or more texts from the same period treat similar themes or topics”). b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of

constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

LANGUAGE

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a

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range of strategies.

L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SPEAKING & LISTENING

SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

ASSESSMENTS



RESOURCES

VISUAL: Transparencies; Power Point; video; Net activities; First Five ACT PowerPoint; Video Performance; Content-relevant Prezis; Language of Literature text;

AUDITORY: Audio library; Media performances; Paired-Reading; Speaking/Listening; Choral reading; Discussion Groups; Lectures

KINESTHETIC: Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary; Koosh Toss;


aphorism, reflective, evaluate, visualize, parody, sequencing, dialogue, sensory, impromptu, concise, elaborate, model, reference, proofread, meter, theme, symbolism, narrator, predicting, aphorism, predominant, essay, conformity, anecdote, style, figurative, evocative, allusion, speaker, form, structure, repetition, analysis, monologue, sequel, synthesis, conclusion, quotations, concept, draft, derivations, gothic, genre, clarify, paraphrase, context, paradox, rhyme, stanza, irony, metonymy, synecdoche, alliteration, assonance, consonance, setting, theme, conflict, mood

INTERVENTIONS



Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study)

KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html




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Third 9 Weeks: Instruction will focus on exploring the impact on the character of American literature by the emerging voices of women, African-Americans, and immigrants as the 19

th

Century gives way to the 20th

Century and the idea of the American Dream is challenged by calls for equality at home and the "war to end all wars" abroad.


How did the women’s movement affect the content and tone of American literature?

What is equality?

How does one know if he or she is equal?

Is feminism consistent with earlier literary traditions?

How can the American Dream be different for different Americans?

What is a novel?

What are the elements of fiction?

How does an author's life affect his/her works?

What is poetry?

How important is poetry?


understand unfamiliar words and phrases using context clues.

understand figurative language using context clues.

understand connotative meaning using context clues.

analyze specific word choice and its impact on meaning and tone.

recognize the impact of words with multiple meanings.

recognize the power of fresh, engaging, and beautiful language on meaning and tone.

identify words and phrases that impact meaning and tone.

identify the multiple meanings of words including the connotations and denotations.

identify language that is fresh, engaging, or beautiful.

identify figurative words and phrases.

compare/ contrast various versions (videos, film, voice recording, live performance, etc.) of a source text and break apart how each is influenced by the original text.

understand how the structure of specific parts of a text contributes to the overall structure and meaning of the text.

understand an author’s point of view or purpose.

understand how the author’s use of rhetoric affects author’s purpose.

understand how the author’s style contributes to the overall theme, tone, and purpose.

identify the author’s style choice.

identify the emotional and artistic appeal that these style choices evoke.

analyze how the author’s choices impact the overall structure, meaning, and the reader’s emotional reaction to the text.

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Social Themes in Fiction/Poetry/Short Story W.11-12.10; W.11-12.2 On Demand Compare Essay W.11-12.6; W.11-12.3 Blog Post Short Story

W.11-12.1.

Synthesis Essay Imitation of Style W.11-12.1; W.11-12.7; W.11-12.8; W.11-12.9 Literary Analysis

First Fives Noun Clauses Adjective/Adverb Clauses L.11-12.6; L.11-12.3; L.11-12.4 Denotations -Connotations Context Clues Synonyms L.11-12.1. Semicolons Independent Clauses Modifiers Analogies L.11-12.2 Sentence Fragments Hyphens

SL.11-12.3; SL.11-12.4; SL.11-12.5; SL.11-12.6; Ain't I A Woman -Video Poetry Slam Role Play Oral Presentation Paired Reading Interviews


RI.11-12.5. Quotation from Margaret Mead The New Immigrants RI.11-12.7 Mr and Mrs. Isaac Newton Phelps Stokes – Painting (oil on canvas) Emily Dickinson - Author Study Women's Voices, Women's Lives Social Themes in Fiction RI.11-12.1; RI.11-12.6.; RI.11-12.7 Complaints and Disorders The American Dream

RL.11-12.4; RL.11-12.5. Selected poems by Emily Dickinson RL.11-12.1; RL.11-12.6 "The Yellow Wallpaper" "The Story of an Hour" "Seventeen Syllables" RL.11-12.3; RL.11-12.4 Adolescence – III I Stand Here Ironing Chicago Lucinda Matlock Richard Cory; Miniver Cheevy We Wear the Mask; Sympathy "Winter Dreams" "America and I" "In The American Society" RL.11-12.1; RL.11-12.2; RL.11-12.7 The Great Gatsby OR A Raisin in the Sun

FOCUS STANDARDS

READING: Literature RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). RL.11-12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) READING: Informational

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.5. Analyze and 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.

RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

WRITING: W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome

(e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

W.11-12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes

LANGUAGE

L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as

needed.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SPEAKING & LISTENING SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

ASSESSMENTS

FORMATIVE: (suggested) Notebook Checks; Guided Questions; Koosh Toss; Think-Pair-Share; Summaries; Graphic organizers; Learning-Response Logs; Entrance-Exit Slips; Discussion; Observation; Inside-Outside Circle; Constructive quizzes; Learning/Response logs; Entrance/Exit slips; Freeze Scenes; Face-off; As I See It;

SUMMATIVE: (suggested) Presentations (oral/graphic); Proscribed writing: article, analysis, paragraph; Multiple choice, True/false, Matching, Short answer, Fill in the blank, extended written response testsand quizzes

RESOURCES



KINESTHETIC: Koosh Toss, Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary


analytical, cultural, legends, myths, folktales, inference, historical, narrative, etymology, influences, analyze, evidence, cause, effect, evaluate, elements, audience, bias, sequence, plurals, possessives, context, interpret, metaphor, simile, personification, summarize, audience, fragments, dialogue, setting, character, plot, conflict, theme, foreshadow, plagiarism, demonstrate, explanatory, cohesion, syntax, traditions, quatrains, rhymes, paradox, mood, narrator, clarify, connect, allusion, predict, imagery, haiku, visualize, monologue, metaphor, synthesis, illusion, meter, symbol, dynamic, static, voice, simile, judgments, structure, motivations, transitional, reflecting, parallel construction,

INTERVENTIONS

Struggling Learners: See 504 Plans/IEPs “Say Something” Comprehension Strategy *

Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study)

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“Word Storming” & “Getting the Gist”* *reference - http://www.literacywithoutlimits.org/

LD Online - http://www.ldonline.org/educators

KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html


Fourth 9 Weeks: 1900-1950 - This unit explores the effects of technology, immigration, migration, and war. Writers grappled with enormous change and suffering during this period. Writers used dramatic historical events to examine our national consciousness and incite change, for the first time, outside of the United States. This is the next chronological unit in the study of American Literature. By recognizing the social and literary implications that led to the Modern movement, students will understand how Modernism grew out of former literary movements. This unit is particularly designed to expose the students to literature that reflects the politics and society of the time period, 1900-1940s. Students should be led to analyze themes, employ literary devices, use higher order thinking skills, and understand plot structure, characterization, and social implications of the text. The most important understanding students should take away from this is how literature can portray and criticize society.


How is the American Dream defined?

In what ways did Modernism challenge tradition?

What was the power of the American writer on the global stage?

Was America EVER a "great melting pot?"

What social conditions did World War I change or influence?

How did World War I affect soldiers and those who remained at home?

How do poets such as Langston Hughes and Gwendolyn Brooks use figurative language and sound devices to express their attitudes toward their lives and culture?

How can stories by authors like Zora Neale Hurston influence African-American identity?

How are the life differences of different groups of people (men, women, rich, poor, black, white, “Native” and immigrant) in America during the first half of the 20th century conveyed in literature?

What influences do Modernism and the Harlem Renaissance still have today?

How did the Harlem Renaissance influence culture throughout the 20th century?


read literary texts independently and proficiently

comprehend literary texts independently and proficiently

understand two or more interpretations of text.

define:-denotation/ connotation, literal/ non-literal meaning, satire, sarcasm, irony, understatement

identify examples of satire, sarcasm, irony, understatement from the text,

compare and contrast what is directly stated in a text according to its implied or inferred meaning.




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Modernism & Tone in Contemporary Literature W.11-12.4; W.11-12.5 On Demand Compare-Contrast Autobiographical Essay W.11-12.4. Personal Response Editorial Letter to Editor Proposal Script W.11-12.3 Narrative

First Fives Adverbial Elements Predicates L.11-12.4 Context Clues Word Parts L.11-12.1; L.11.12-2 Commas with Phrases Ellipsis with Quotations Compound Sentences Modifiers Inverted Subjects & Verbs

Oral Readings SL.11-12.4 Multimedia Project SL.11-12.1 Group Discussion Preach A Sermon Improvisational Scene Dialogue Role Play SL.11-12.3 Debate


RI.11-12.10; RI.11-12.2; A New Cultural Identity Thoughts on the Afro-American Novel RI.11-12.7 Author Study- Langston Hughes Zora Neale Hurston: A Cautionary Tale and a Partisan View RI.11-12.1; RI.11-12.4 Letter From Birmingham Jail (letter) Teenage Wasteland (essay) Author Study – Robert Frost RI.11-12.3. RL.11-12.6. Why Soldiers Won’t Talk

RL.11-12.2. When the Negro Was in Vogue How It Feels to Be Colored Me My Dungeon Shook: Letter to my nephew Life for My Child Is Simple RL.11-12.7. Survival in Auschwitz Hostage Mother Tongue Straw Into Gold: The Metamorphosis of the Everyday RL.11-12.3; RL.11-12.7; RL.11-12.10 A Lesson Before Dying OR Of Mice and Men

FOCUS STANDARDS

READING: Literature RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is

recognize the central message the author conveys.

trace themes through text and understand how they connect and/or change.

explain the main ideas of a text without including any opinions.

break apart two or more central messages or ideas in a text and determine the author’s purpose.

identify how the author’s choice of details (characterization, setting, mood, figurative language, etc. ) supports the central message of the text.

compare/ contrast various versions (videos, film, voice recording, live performance, etc.) of a source text and break apart how each is influenced by the original text.

explain why the author wrote the text and identify the central message of the text.

use non-literal interpretation and identify the author’s point of view.

analyze how the author’s point of view helps/ guides the reader to identify the meaning of the text.

use the plot diagram to show the major events of the text.

find the details an author provides and draw conclusions about the characters.

find the details the author provides and draw conclusions about the setting.

identify literary elements (setting, characterization, plot, tone/mood, etc.) and determine how they work together to create the central idea and author’s purpose.

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ordered, how the characters are introduced and developed). RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) RL.11-12.10. By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. READING: Informational

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.11-12.3. 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. RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

WRITING: W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a

narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome

(e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LANGUAGE: L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.11-12.4 a-d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or

determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

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SPEAKING & LISTENING: SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

ASSESSMENTS



RESOURCES



KINESTHETIC: Koosh Toss, Role Play, Inside/Outside Circle; Freeze Scenes; Face-off; Vocabulary Charades, Word Jumbles and Flash cards; Jeopardy and other multimedia games; Character Pictionary;


inferences, context, evidence, summarizing, appreciate, interpret, recognize, organize, speaker, analysis, figurative language, symbols, mood, imagery, rhythm, similes, perspective, tone, conclusions, diction, syntax, anaphora, sonnet, model, application, personification, iambic pentameter, connotative, extended metaphor, figurative, literal, influences, purpose, paradox, analogy, questioning, style, literary criticism, objectives, point of view, sequencing, preview, dialect, irony, motivation, theme, internal-external conflict, title, structure, allusion, plot development, protagonist, antagonist, synthesizing, hypothesizing, clarifying, speculating, voice

INTERVENTIONS



Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study) KidSource - http://www.kidsource.com/kidsource/pages/ed.gifted.html




ashland blazer core academic standards curriculum … ccr3... · ashland blazer core academic...

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