AMERICAN LITERATURE 11HCURRICULUM MAP

MRS. RAGLOW

Language Arts
11 Honors
Curriculum Map
Mrs. Michelle Raglow

In addition to the following curriculum, students will be responsible for SAT Vocabulary (Letters G-M), all Language Essentials (as defined in the 11th grade curriculum)/Nuts and Bolts of College Writing by Michael Harvey, bi-weekly Outlaw Poetry and Stories, and weekly informal Literary Logs. Many of the readings are located in the Norton Anthology, supplied by the teacher, or are novels to be purchased at the expense of the student (highlighted). Students will also read from How to Read Literature Like a Professor by Thomas Foster during the course.

TIME FRAME / PERIODS / GENRE & STYLE / CONTENT/
READINGS / SKILLS / MAJOR
WRITING/
PROJECTS / OTHER
ASSESSMENTS
AUGUST
SEPTEMBER
OCTOBER
(1st QUARTER) / SUMMER READING ASSIGNMENT
COLONIAL/
PURITAN
1620-1750 / Sermons, diaries, personal narratives
Sermons written in plain style rather than ornate
Religious poetry / Summer Reading Essay (Native Son, To Have and Have Not, & The Catcher in the Rye)
Colonial and Puritan History and Religion
Persistence of Puritan Ideas
The fear of the Non-Conformist and Sinner
William Bradford (57) – Of Plymouth Plantation
Anne Bradstreet (97) – Before the Birth of One of her Children (107)
Mary Rowlandson (117) – from A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson
(118)
- The 1st Remove (120)
- The 20th Remove (126)
Jonathon Edwards (168) – Sinners in the Hands of an Angry God (194)
Arthur Miller - The Crucible
NOTE: Though not written during Puritan times, The Crucible depicts life during the time when Puritan theocracy prevailed (1692, Salem Witch Trials). / -Active reading skills: make personal connections, compare with other texts, use inquiry questions.
-Vocabulary development: acquire new words through context clues, dictionary use, and analysis.
-Close reading of text: analyze author’s use of imagery, figurative language, symbolism, plot structure, character development, thematic content, and stylistic experimentation.
-Writing to learn: use informal writing to probe and make connections to readings independently in class.
-Use all stages of the writing process to formulate writing at is appropriate to purpose and audience.
-Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.
-Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author’s use of stylistic devices.
-Analyze an author’s implicit and explicit philosophical assumptions about beliefs about a subject.
-Verify word meanings by the author’s use of definition, restatement, example, comparison and contrast, and cause & effect.
-Demonstrate an understanding of grammatical conventions of the English language.
-Produce informal essays that establish a clear and distinctive perspective on the subject, include relevant perspectives, include the reliability of sources and provide a clear sense of closure. / Summer Reading Literary Analysis
Summer Reading – Literary Theory In-Class Essay
Personal Narrative (Powerless)
Reading responses / Colonial Lit Test
Crucible Test
-Individual participation in class
-Collaborative assignments and activities
-Oral interpretations of selected readings
-Writing to learn: in-class writing prompts and self-initiated responses
-Imaginative writing; original poetry, script and/or story writing.
-Peer review and workshops for revisions
OCTOBER
(1st QUARTER) / RATIONALISM/
AGE OF
ENLIGHTENMENT
1750-1800 / Political pamphlets
Travel writing
Persuasive writing / Ben Franklin (218) – The Way to Wealth (220) / Same as above / Aphorism Project
Reading responses / Rationalism Test
OCTOBER
NOVEMBER
(1st AND 2ND QUARTERS) / ROMANTICISM
1800-1860 / Character sketches
Slave narratives
Poetry
Short stories / Washington Irving (453) - Rip Van Winkle (456)
Henry Wadsworth Longfellow (643) – A Psalm of Life (645)
Walt Whitman (991)
– Shut Not Your Doors (1011)
- selections (6, 11, 25) from Song of Myself (1011)
- Pioneers, O Pioneers
- from Drum-Taps, Beat! Beat! Drums! (1067)
Emily Dickinson (1197)
-I’m Nobody! Who Are You? (1204)
- Because I Could Not Stop for Death (1214)
- Tell All the Truth but Tell it Slant (1221) / Same as above / Catalog Project
“Stop the Hate” Essay
Reading responses / Romanticism/
Transcendentalism/
Dark Romantics
Test
TIME
FRAME / PERIODS / GENRE & STYLE / CONTENT/
READINGS / SKILLS / MAJOR
WRITING/
PROJECTS / OTHER
ASSESSMENT
NOVEMBER
(2ND QUARTER) / TRANSCENDENTALISM
1800-1850 / Poetry
Essays
Short Stories
Novels / Ralph Waldo Emerson (488)
-Nature (Intro and Ch. 1) (492)
- Self-Reliance (532)
Henry David Thoreau (825)
- from Walden (18. Conclusion) (912) / Same as unit one / Project Beautiful
Reading responses / Romanticism/
Transcendentalism/
Dark Romantics
Test
NOVEMBER
(2ND QUARTER) / DARK ROMANTICS/
GOTHICS
1800-1850 / Short stories and novels
Hold reader’s attention through dread of a series of terrible possibilities
Features landscapes of dark forests, extreme vegetation, & concealed ruins with horrific rooms
Depressed characters / Nathanial Hawthorne (589)
-Young Goodman Brown (605)
- The Minister’s Black Veil (622)
Edgar Allen Poe
-The Masque of Red Death
- The Black Cat / Same as unit one
-Short Story components
-Metonymy
-Characterization / Gothic Short Story
Reading responses / Romanticism/
Transcendentalism/
Dark Romantics
Test
TIME FRAME / PERIODS / GENRE & STYLE / CONTENT/
READINGS / SKILLS / MAJOR
WRITING/
PROJECTS / OTHER
ASSESSMENT
DECEMBER
(2ND QUARTER)
JANUARY
(3rd QUARTER) / REALISM
(SUB-GENRES:
NATURALISM/
REGIONALISM)
1850-1900 / Novels and short stories
People are hapless victims of immutable natural laws
No supernatural intervention / Frederick Douglass (920)
– The Narrative of the Life of Frederick Douglass
Jack London (1825)
-To Build a Fire (1826)
Paul Laurence Dunbar (1817)
-We Wear the Mask (1822)
Mark Twain (1270)
- excerpts from The Adventures of Huckleberry Finn (1277)
Henry James (1491)
- The Turn of the Screw / Same as Unit one
-Persuasive techniques (see Curriculum Course of Study)
-Literary Analysis components (see Curriculum Course of Study)
Students will:
1. Enumerate the characteristics of Realism and the genre of autobiography (memoir) and narrative. R11, R9
2. Examine diction and its effect on tone, theme, and plot.
3. Recall definitions of vocabulary terms that are found in both the text and SAT preparatory lists.
4. Identify the meanings of unknown words by identifying Greek and Latin root words, suffixes, and prefixes.
5. Recall and assess the history and difficulties of African Americans in the 1800s and how it influenced his use of sentence structure. R11, R12, R14, R18
6. Delineate the main ideas or themes in the text and the details that elaborate and support them.
7. Determine when, where, and why events unfold in the text and explain how they relate to one another. / Persuasive Essay (Realities of Life)
Reading responses
Literary Analysis / Realism/
Naturalism/
Regionalism Test
Fredrick Douglass Test
TIME FRAME / PERIODS / GENRE & STYLE / READINGS / SKILLS / MAJOR
WRITING/
PROJECTS / OTHER
ASSESSMENT
JANUARY-MARCH
(3rd QUARTER) / MODERNISM
1900-1950 / Novels
Plays
Poetry (resurgence after deaths of W & D)
Experimental as writers seek a unique style
Use of interior monologue & stream of consciousness / F. Scott Fitzgerald
- The Great Gatsby
- Winter Dreams (2186)
- Babylon Revisited (2201)
Ernest Hemingway
-To Have and Have Not (summer reading)
Edwin Arlington Robinson (1897)
-Richard Cory (1898)
- Miniver Cheevy (1899)
Robert Frost (1951)
-The Road Not Taken (1960)
- Nothing Gold Can Stay (1963)
William Faulkner (2216)
-A Rose for Emily (2218) / -Literary Analysis components (see Curriculum Course of Study)
-Research Paper components
-Identify the nuances that contribute to a character’s development
-Trace the development of the character of Nick, noting that he is the only dynamic character
-Examine Jay Gatsby as a Byronic/Romantic hero
-Examine Jay Gatsby as a twentieth-century tragic hero
-Examine the irony of the title, The Great Gatsby
-Examine the techniques used to establish Nick as a credible narrator
-Discuss the structural development of the novel
-Construct interpretations of motifs and symbols
-Explain the concept of a foil and show how Tom is a foil for Jay Gatsby
-Identify either Gatsby and/or Nick as the protagonist and defend the choice
-Analyze the extent to which The Great Gatsby reflects Fitzgerald’s life
-Identify the social issues and discuss the techniques that Fitzgerald uses / Survey Assignment
Soundtrack Project
I Have a Dream Paper
Research Paper
Reading responses / Modernism Test
Great Gatsby Test
TIME FRAME / PERIODS / GENRE & STYLE / READINGS / SKILLS / MAJOR
WRITING/
PROJECTS / OTHER
ASSESSMENT
MARCH-APRIL
(3rd/4th QUARTERS) / HARLEM
RENAISSANCE
(RUNS PARALLEL TO
MODERNISM)
1920s / Allusions to African-American spirituals
Uses structure of blues songs in poetry (repetition)
Superficial stereotypes revealed to be complex characters / Lorraine Hansberry
-A Raisin in the Sun
Richard Wright
-Native Son (summer reading)
Langston Hughes (2263)
-The Negro Speaks of Rivers (2265)
- I, Too (2266)
- Democracy (2270)
Zora Neale Hurston (2157)
-How It Feels to Be Colored Me (2158)
- Their Eyes Were Watching God / Know… Students will know the following in order to…(e.g., facts, vocabulary, rules, theories, principles)
  • The context of African American society in Chicago in the 1950s.
  • The structures of a play.
  • Archetypal representations of masculinity and femininity.
  • The definition and application of the term tragedy.
  • The importance of Hansberry as an author
Essential vocabulary:
Literary concepts-
  • Characterization
  • setting & mood
  • conflict
  • theme
/ Research Paper
Reading responses
Critical Lens Paper / A Raisin in the Sun Test
MAY
(4th QUARTER) / POST-
MODERNISM
1950-PRESENT
(Many critics merge this with Contemporary) / Narratives: both fiction and nonfiction
Metafiction
Mixing of fantasy with nonfiction; blurs lines of reality for reader
No heroes
Usually humorless / Ken Kesey
- One Flew over the Cuckoo’s Nest
Jack Kerouac (2542)
-Big Sur (2543)
Allen Ginsberg (2590)
-America
Adrienne Rich (2619)
-Snapshots of a Daughter-in-law (2622)
Sylvia Plath (2651)
-Daddy (2656)
JD Salinger
-The Catcher in the Rye (summer reading) / Know… Students will know the following in order to…(e.g., facts, vocabulary, rules, theories, principles)
  • The context of Beat work/post-modernism
  • The structures of Beat writing
  • Archetypal representations of masculinity and femininity.
  • The importance of the beat writers/post-modernism writiers
Essential vocabulary:
Literary concepts-
  • Characterization
  • Foreshadowing
  • Dialogue
/ Literary Analysis
Compare/Contrast Essay with movie (OFOTCN)
Reading responses / Postmodernism Test
TIME FRAME / PERIODS / GENRE & STYLE / READINGS / SKILLS / MAJOR
WRITING/
PROJECTS / OTHER
ASSESSMENT
MAY/JUNE
(4th QUARTER) / COMTEMPORARY
1970s-PRESENT
(Continuation of
Postmodernism) / Narratives: both fiction and nonfiction
Autobiographical essays
Anti-heroes
Emotion-provoking
Humorous irony
Transgressive Fiction / Independent Selection from Kurt Vonnegut Jr., Tim O’Brian, or Chuck Palahniuk / Students will:
Identify and examine symbols in the novel. R3
4. Examine diction and its effect on tone, theme, or plot.
5. Determine what is meant by words and phrases in context, including connotative meanings and figurative language and how it may lead to alternate interpretations of the text. R7
6. Analyze how specific details and larger portions of the text contribute to the meaning of the text.
7. Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge. / Digital Book Trailer
Statement Paper (YOUR piece of American Literature)
Reading responses / No Additional Test