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/ Ashland Blazer Core Academic Standards Curriculum MapAmerican 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 readingstrategies.
- 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 persuasionbedetected?
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- break down and explore the main/central idea, purpose, and persuasive strategies of U.S. historical documents.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
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
fromThe 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).
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.
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 -
LD Online - / Advanced Learners: Provide additional enrichment/extended study opportunities (i.e. –additional assignments; competitions; independent study)
KidSource -
/ 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 toa growing nation through literature. Authors conveytheir belief in the individual, the power of theimagination, and the significance of nature against thebackdrop of the Industrial Revolution. Gothic andTranscendentalist ideals contribute to the evolution of the literature of this emerging American culture.
Essential Question(s):
- 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?
Learning Targets (“I Can” Statements)
I CAN…
- 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.
- 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
- 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 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.
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Reading Focus / Writing Focus / Language / Listening/SpeakingW.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)
Informational / Literature
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.11-12.4. 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).
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.11-12.4. 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.
- 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”).
- 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]”).