Course/Grade: English III

Unit 6: American Novel

Time Frame: 3-4 Weeks

Essential Questions / Targeted Core Content & Program of Studies / Essential Vocabulary / Activities & Assessments
Reading / Writing / Speak, Listen, & Observe
How does the philosophical, political, religious, ethical, and so
cial climate of a historical period influence the writings of the period?
1. How has the various elements of society influenced the themes, plots, characters and settings of the literature produced by a society/culture?
2. How does a novelist utilize literary techniques to accurately portray a targeted era/location in a society?
3..How have the themes, social commentaries, religious views, etc., presented in the writings of a society affected society, locally and universally? /

Forming a Foundation (Reading)

EL-11-FF-S-4
Students will describe the influence of historical events on the development of the English language

EL-11-DIU-S-4

Students will paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique
RD-11 -2.0.1 & RD-12-2.0.1
Students will paraphrase information in a passage.

El-11-DIU-S-6

Students will demonstrate understanding of literary elements and literary passages/texts

EL-11-IT-S-3

Students will use text references to explain author’s purpose, author’s message or theme (including universal themes), arguments and supporting evidence
RD-11-3.0.2 & RD-12-3.0.2
Students will identify or explain an author’s purpose in a passage.
RD-11-3.0.9 & RD-12-3.0.9
Students will explain the appropriateness of the author’s content for an intended audience

EL-11-IT-S-5

Students will demonstrate understanding of literary elements and literary passages/texts
RD-11-3.0.6 & RD-12-3.0.6
Students will analyze the relationship between a speaker’s or character’s motivation and behavior in a passage, as revealed by the dilemmas.
RD-11-3.0.1 & RD-12-3.0.1
Students will explain or analyze how a conflict in a passage is resolved.
RD-11-4.0.2 & RD-12-4.0.2
Students will use evidence from a passage to formulate opinions in response to a reading passage.
RD-11-4.0.1 & RD-12-4.0.1
Students will analyze the content or make connections as it applies to students’ lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).
EL-11-RRT-S-5
Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts

EL-11-DCS-S-3

Students will evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
RD-11-5.0.4 & RD-12-5.0.4
Students will critique the author’s word choice, style, tone or content.
RD-11-5.0.2 & RD-12-5.0.2
Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution

EL-11-DCS-S-4

Students will form and support warranted judgments/opinions/conclusions about central ideas

EL-11-DCS-S-5

Students will analyze the interactions between and among literary elements within and across a variety of texts

EL-11-DCS-S-6

Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)

RD-11-5.0.3 & RD-12-5.0.3

Students will analyze the author’s use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).

EL-11-DCS-S-7

Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
RD-11-5.0.1 & RD-12-5.0.1
Students will compare and contrast the characteristics of a variety of literary genres.
RD-11-5.0.5 & RD-12-5.0.5
Students will compare or contrast elements, views, ideas or events presented in one or more passages.
RD-11-5.0.6 & RD-12-5.0.6
Students will analyze the ways in which similar themes or ideas are developed in more than one text. / For KY Core Content, refer to the English Writing Check sheet.
EL – 11- WC – U – 1
Students will understand that there are many reasons for all high school students to write including writing- to – learn, writing-to demonstrate – learning and writing for authentic purposes and audiences.
EL–11-WC–U-2
Students will understand that different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., journals on-demand responses, editorials, literary critiques).
EL-11-WC-U-3
Students will understand that to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.
EL-11-WC-S-1
Students will write to learning by applying strategies effectively (e.g., personal journals, writer’s notebooks)
EL-11-WC-S-3
Students will write for a variety of authentic purposes and audiences:
  • analyze and communicate through authentic transactive purposes for writing (e.g., explaining, persuading, analyzing, synthesizing, evaluating)
  • analyze and communicate reflectively about literacy goals
  • analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)
  • adjust the writing style (formal, informal, business, technical ) for intended audience
EL-11-WC-S-5
Students will develop ideas that are logical, justified, and suitable for a variety of purposes, audiences and forms of writing.
EL-11-WC-S-6
Students will select and incorporate ideas and information (e.g., making inferences, predicting conclusions, evaluating, contradictions, analyzing interrelationalships, offering support for conclusions organizing prior knowledge about a topic)
EL-11-WC-S-9
Students will use and sustain suitable voice or tone
El-11-WS-U-1
Students will understand that sentences must be complete and clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-11-WS-U-2
Students will understand that different types of structures are appropriate for different purposes, audiences, and forms of writing. Texts must be unified and coherent.
EL-11-WS-S-1
Students will use complete and correct sentences of various structures and lengths (e.g.simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-11-WS-S-2
Students will develop analytical structures to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology, proposition/support
EL-11-WS-S-4
Students will establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively
EL-11-WS-S-5
Students will create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings chapters); apply paragraph structures (blocking and indenting) appropriately
EL-11-WV-U-1
Students will understand that writers need to choose their language with care, depending on the content, purpose and audience.
EL-11-WV-U-2
Students will understand that language should be concise and precise. Strong verbs and nouns, concrete details and sensory language help make meaning clear to the reader.
EL-11-WV-U-4
Students will understand that writers need to document sources/give credit for ideas of others.
EL-11-WV-S-1
Students will choose precise and descriptive language for clarity, richness, and/or its effect on the reader (words with multiple meanings, words that imply different shades of meanings, words with literal and non-literal meanings, foreign, words/phrases, strong nouns and verbs, concrete and sensory details, figurative language- metaphors, paradox, allusions, hyperbole
El-11-WV-U-4
Students will understand that writers need to document sources/give credit for the ideas of others.
EL-WV-S-7
Students will use a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics
EL-11-WP-S-7
Students will reflect and evaluate personal progress and skills in writing / During times of cooperative learning, class presentations and speaking opportunities, the following will be assessed.
In formal speaking situations
EL-11-SLO-S-1
Students will create oral presentations that
a)are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasion
b)support ideas with sound evidence and appropriate details
c)maintain a consistent focus
d)exhibit a logical structure appropriate to audience, context and purpose
e)organize ideas in a coherent, meaningful way including an introduction and a conclusion that are appropriate to audience and purpose
f)choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of rhetorical devices)
EL-11-SLO-S-2
Students will apply delivery techniques
  • both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)
  • avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)
  • use language appropriate to audience; use specialized content vocabulary as needed
  • adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays, common figures of speech)
  • choose language for its affect on the audience (e.g. strong nouns, active verbs, concrete and sensory details and figurative language)
EL-11-SLO-S-3
Students will use visual aids, media and tools of technology to support oral communication
EL-11-SLO-S-4
Students will document ideas from outside sources (e.g., citing authors, titles, websites) In informal speaking situations /
  • Archetype,
  • stereotype,
  • allegory,
  • parable,
  • symbol,
  • allusion,
  • setting,
  • character, characterization, dynamic/static,
  • plot,
  • theme,
  • points of view,
  • style,
  • tone,
  • irony,
  • protagonist/ antagonist, mood,
  • myth,
  • juxtaposition, autobiography,
  • aphorism,
  • metaphor,
  • motivation,
  • literary letter,
  • epiphany,
  • Plot structure
  • conflict and resolution, dialect
  • verisimilitude,
  • local color,
  • vernacular,
  • Parallelism
/ Teacher select from district provided texts, collections and other out side sources as needed for APP. Students must read at least one of the following:
  • The Great Gatsby
  • The Light in the Forest
  • Of Mice and Men
  • Red Badge of Courage
  • Huckleberry Finn
Suggested Assignments:
  • Notebooks,
  • Timelines,
  • plot line,
  • H graphic organizer,
  • Venn Diagram,
  • audio and video presentations,
  • story map,
  • group presentation,
  • character letters/journals,
  • readers responses,
  • learning logs,
  • vocabulary,
  • posters,
  • reading circle,
  • literary analysis/review,
  • review games (ie Jeopardy or board game),
  • research project
Possible Assessments:
  • Quizzes,
  • Objective Test
  • Group work evaluations, Teacher observation
  • On-Demand
  • Open Response
APP Suggested Reading List:
  • The Great Gatsby,
  • Of Mice and Men
  • A Separate Peace
Writings
Analytical Research

KnottCountySchool DistrictHindman, KY2008/2009