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1 |Revised April 2013, Hotlinks updated May, 2014

Joint School District No. 2

English Language Arts Curriculum

English 11

Revised 2012-13

Curriculum Revision Committee: David Knife, Central Academy Kristina Haasakker, Centennial High School Josh McDonald, Eagle Academy Debra Smith, Meridian High School Kristin Galloway, Mountain View High School Nicole Thomas, Mountain View High School Justin Tharpe, Rocky Mountain High School Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator

Quarter 1 Quarter 2 Quarter 3 Quarter 4 What is

Happiness/Success/ Freedom?

The Individual and Society

Assimilation and Cultural Identity

The Future of the American Dream

Table of Contents Page Scope and Sequence 2-4 Unit 1 5-12 Unit 2 13-23 Unit 3 24-33 Unit 4 34-44


ELA Scope and Sequence Grade 11

F indicates that the standard is a focus standard and will be explicitly

taught during the unit. X indicates that this standard will be met

through throughout the year, but will not be explicitly taught; rather,

teachers will need to ensure that students are meeting these

standards as a result of explicit instruction through other standards.

Standard Unit 1 Unit 2 Unit 3 Unit 4

Reading Literature

1 F F x F

2 F x x F

3 F x F

4 F x x

5 F x

6 F x x x

7 F x

8 n/a n/a n/a n/a

9 F F x

10 x x x x


Reading Informational Text

1 x x F F

2 F F F

3 x x F x

4 x F F x

5 F F F

6 x F x

7 x F x F

8 F x

9 F F

10 x x x x



Writing

1 x x x F

1a x F

1b x F

1c x F

1d x F

1e x F

2 F F

2a F F

2b F F

2c F F

2d F F

2e F F

2f F F

3 F

3a F

3b F

3c F

3d F

3e F

4 x F F F

5 x F F F

6 x F F

7 x F F

8 x x F

9 F F F

9a F

9b F

10 x x x x



Speaking and Listening

1 x F x F

1a x F F

1b F x F

1c x x F

1d x x F

2 x x F

3 x F

4 x x x F

5 x x x F

6 x F


Language

1 x F F F

1a x x F F

1b x x F F

2 x x F F

2a x x F F

2b x x F F

3 x F x

3a x F x

4 x x

4a x x x x

4b x x x x

4c x x x x

4d x x x x

5 x F

5a x F

5b x x x x

6 F F


Grade 11 Unit 1

What is Happiness/Success/Freedom?

“I'm on the pursuit of happiness and I know everything that shine ain't

always gonna be gold.” ~Kid Cudi

OVERVIEW In this unit students will explore the roles happiness, success and freedom play in the pursuit of

the American Dream. Students will read several works of fiction and informational text as

they examine how rhetoric is used to provide answers to the question: What is the American

Dream and how is it attained?

ENDURING UNDERSTANDINGS There is a difference between happiness and fun.

An individual’s drive for material and economic success may interfere with attaining

happiness.

Although cultures differ in their definition of happiness and the extent of freedoms

offered, freedom and control over one’s destiny can provide happiness.

Some cultures privilege other values over individual freedom.

Some cultures are hierarchical in the distribution of power and some others are

egalitarian.

Rhetoric is used to define happiness, freedom and success in both narrative and

informational text structure.

ESSENTIAL QUESTION How is rhetoric used to promote the concepts of the American Dream, freedom

and/or happiness?

GUIDING QUESTIONS How do you define happiness?

In what ways are happiness and fun similar and different?

To what extent is one’s happiness dependent on outside forces?

How might society’s drive for material and economic success interfere with or

enhance happiness?

What is freedom?

To what extent is freedom necessary in order to achieve happiness or success?

Is the pursuit of happiness an inalienable right? If so, why? If not, why not?

STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary

aphorism

egalitarian

Federalism

hierarchy

natural law

Writing Vocabulary

alliteration*

allusion*

anaphora

assonance

claim*

evidence*

emotional appeal*

logical appeal*

metaphor*

parallelism*

rhetoric*

rhetorical question

STUDENTS WILL BE ABLE TO DO THE FOLLOWING


Reading: Literature

Key Ideas and Details

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.

Craft and Structure

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).

Integration of Knowledge and Ideas

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.)

Range of Reading and Level of Text Complexity

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 Text


Craft and Structure

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.

Integration of Knowledge and Ideas 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

Text Types and Purposes

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.11-12.3 Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details, and well-structured event sequences.

W.11-12.3.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.

W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and

multiple plot lines, to develop experiences, events, and/or characters.

W.11-12.3.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).

W.11-12.3.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.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.


Comprehension and Collaboration

SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making,

set clear goals and deadlines, and establish individual roles as needed.

SUGGESTED WORKS ADOPTED RESOURCES

Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall

(11th Grade)

Write Source (2007), Great Source

ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to

use all of them in this unit. These texts, however, should not be used in any other unit.

The Great Gatsby by F. Scott Fitzgerald (Lexile Level1070)

Of Mice and Men by John Steinbeck (Lexile Level 630)

SUPPORTING TEXTS

Short Stories

“Bernice Bobs Her Hair” by F. Scott Fitzgerald:

http://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/index.html

“The Corn Planting” by Sherwood Anderson (PH, p. 735)

“The End of Something” by Ernest Hemingway:

http://www.repeatafterus.com/title.php?i=8752

“The Short Happy Life of Francis Macomber” by Ernest Hemingway:

http://www.uta.fi/FAST/US1/REF/macomber.html

“Winter Dreams” by F. Scott Fitzgerald (PH, p. 670)

http://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/index.html

http://www.repeatafterus.com/title.php?i=8752

http://www.uta.fi/FAST/US1/REF/macomber.html


Western Expansion Stories: New Perspectives on the West:

http://www.pbs.org/weta/thewest/lesson_plans/

Novels

My Antonia by Willa Cather (Lexile Level 1010)

Selections from In Our Time by Ernest Hemingway

The Grapes of Wrath by John Steinbeck (Lexile Level 680)

Poems

“anyone live in a pretty how town” by e. e. cummings (PH, p. 694)

Black Cat Poems: Poems by T. S. Eliot:

http://www.blackcatpoems.com/e/t_s_eliot.html

Hello Poetry: e.e. cummings: http://hellopoetry.com/-e-e-cummings/

“I, Too” by Langston Hughes (PH, p. 419)

“The Red Wheelbarrow” by William Carlos Williams (PH, p. 662

“Refuge in America” by Langston Hughes (PH, p. 662)

“Richard Cory” by E.A. Robinson (P.H., p. 607)

Spoon River Anthology: http://spoonriveranthology.net/spoon/river/

“Upon the Burning of Our House” by Anne Bradstreet:

http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet-

upontheburning.htm

Plays

The Glass Menagerie by Tennessee Williams

Our Town by Thornton Wilder

Nonfiction

Democracy in America by de Tocqueville: http://www.gutenberg.org/files/815/815-

h/815-h.htm

from “The Autobiography” by Benjamin Franklin (PH, p. 131)

from “The Crisis, Number 1” by Thomas Paine (PH, p. 144)

“Letters from an American Farmer” by Jean Crevecoeur (PH, p. 197)

Outliers by Malcolm Gladwell (excerpts only)

Poor Richard’s Almanac by Benjamin Franklin (PH, p. 188)

Quotes from Outliers by Malcolm Gladwell:

http://www.goodreads.com/work/quotes/3364437-outliers

“Speech in the Virginia Convention” by Patrick Henry (PH, p. 169)

“The Constitution”: Document Library: Founding Era:

http://teachingamericanhistory.org/library/index.asp?category=1 (Many documents

are at this site, such as the Constitution, the Declaration of Independence, The

Federalist Papers, and the writings of several prominent citizens, including George

Washington, Thomas Jefferson, John Adams and Benjamin Franklin.)

The Declaration of Independence” (PH, p. 140)

“The Gettysburg Address” (PH, p. 480)

“The Harvest Gypsies”: http://ebookbrowse.com/the-harvest-gypsies-doc-d50572686

(can be downloaded from this site)

“The Magna Carta”:

http://www.teachingamericanhistory.org/library/index.asp?document=142

“The Mayflower Compact”:

http://teachingamericanhistory.org/library/index.asp?document=143

The Things They Carried by Tim O’Brien (excerpts only)

http://www.pbs.org/weta/thewest/lesson_plans/

http://www.blackcatpoems.com/e/t_s_eliot.html

http://hellopoetry.com/-e-e-cummings/

http://spoonriveranthology.net/spoon/river/

http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet-upontheburning.htm

http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet-upontheburning.htm

http://www.gutenberg.org/files/815/815-h/815-h.htm

http://www.gutenberg.org/files/815/815-h/815-h.htm

http://www.goodreads.com/work/quotes/3364437-outliers

http://teachingamericanhistory.org/library/index.asp?category=1

http://ebookbrowse.com/the-harvest-gypsies-doc-d50572686

http://www.teachingamericanhistory.org/library/index.asp?document=142

http://teachingamericanhistory.org/library/index.asp?document=143


DIGITAL CONTENT

Media/Films: Any film clips must be building approved; films with an R rating are not

permitted based on District Policy 602.10. Film clips accessed through Discovery Education

are approved.

Scenes from The Pursuit of Happyness (2006, PG-13)

Music

“Richard Cory” by Simon and Garfunkel: http://youtu.be/euuCiSY0qYs

Websites

Online Writing Lab at Purdue: “Rhetorical Situations”

http://owl.english.purdue.edu/owl/resource/625/01/

“Great Books: The Great Gatsby”:

http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467-

8EC3-EAEA057F4775

“The Great Gatsby”: (Themes listed at this website) (Log on to discovery Ed and search

for this title.)

“Making Myths: The West in Public and Private Writings”:

http://www.pbs.org/weta/thewest/lesson_plans/lesson06.htm (Very thorough lesson

plans which focus on authors such as Zane Grey and Willa Cather, etc.)

“Mark Twain and the American West”:

http://www.pbs.org/weta/thewest/lesson_plans/lesson02.htm

The Story Behind The Grapes of Wrath: (Log on to discovery Ed and search for this

title.)

SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY

1. Class Bill of Rights (W.11-12.1.d, RL.11-12.9, SL.11-12.1.b): After reading and analyzing The

Bill of Rights, students apply the ideas behind the Bill of Rights, have the class come up

with a list of rights that every student should have within the classroom. These rights should

promote freedom (collective and individual), responsibility, and opportunities to pursue

happiness/ success.

READING STRATEGY FOCUS

Literature

1. Themes/Central Ideas (RL.11-12.1, RL.11-12.2, RI.11-12.1,): Read from Steinbeck’s “The

Harvest Gypsies”, citing strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text. How are these

central ideas related to George and Lennie’s pursuit of happiness/success in Of Mice

and Men. Compare and contrast what Steinbeck says about happiness and success

to Crevecoeur’s “Letters from an American

Farmer.” What conclusions can you draw from the text about happiness, success and

the American Dream?

2. My American Dream (RL.11-12.9, RI.11-12.7, W.11-12.3, SL.11-12.5): After reading

several texts for the unit, students determine the role that happiness, success, and

freedom play in the American Dream and provide a reflection of what their American

Dream consists of. Using Tagul.com, a web service that enables one to create word

clouds, students insert their text and create a visual representation of their vision.

http://youtu.be/euuCiSY0qYs


http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467-8EC3-EAEA057F4775

http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467-8EC3-EAEA057F4775




3. Themes in Great Gatsby (RL.11-12.2, RL.11-12.10): Determine two or more themes or

central ideas of The Great Gatsby, and analyze their development over the course of

the novel, including how they interact and build on one another to produce a

complex account. Scaffold students’ abilities to find textual evidence to support

central ideas and themes by writing 1-2 themes on the top of a large piece of paper.

Post the papers throughout the room. As students read the novel, have them write

quotes or paraphrases from the novel that support the theme on the large paper.

Students can then finish the work on their own, and use their evidence to write an

analysis of how two of the themes develop throughout the text and how they interact

and build on one another. Suggested Resources: The Great Gatsby; Great Books The

Great Gatsby (video): (Log on to discovery Ed and search for this title.)

4. Inference (RL.11-12.1): Cite strong and thorough textual evidence to support analysis

of what the text says explicitly as well as inference drawn from the text, including

determine where the text leaves matters uncertain. Using textual evidence collected

and inferences drawn, students create a foldable showing explicit and inferred

information. On the cover of the foldable, write what the text says explicitly. In the

hidden area, write what is inferred and or left uncertain. Many possible foldable book

options are on the Internet. See

http://www.youtube.com/watch?feature=player_embedded&v=X6vvv_HhYfs for an

example of a “Secret Door Foldable.” Suggested Works: “The End of Something”,

“Bernice Bobs Her Hair”, or The Great Gatsby.

5. Decisions (RL.11-12.5, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): In a small

group, discuss the choices an author makes in such areas as where to begin or end a

story and to provide a comedic or tragic resolution. How do these contribute to the

overall structure, meaning and aesthetic impact? Alternative Individual Assignment:

Create a flow chart showing how the author’s choices contribute to the overall

structure, meaning and aesthetic impact. Suggested Works: “Bernice Bobs Her Hair”,

“Short Happy Life of Francis Macomber”

6. Compare and Contrast (RL.11-12.7): Read Of Mice and Men and watch a movie

version. In an expository essay, compare and contrast the novel to the movie version

and then evaluate how each interprets the text.

7. Point of View: What I Meant vs. What I Said (RL.11-12.6): In order to analyze a case in

which grasping point of view requires distinguishing what is directly stated in a text

from what is really meant in a text, students use a two column chart to track explicit

and inferential information. Title one column “What is Directly Stated” and the other

column “What is Really Meant.” Read a section of a selected text and when what is

directly stated differs from what is really meant, fill in the chart by writing exactly what

was stated in the first column, and what was really meant in the second column. Then

write a short paragraph analyzing the role point of view plays in understanding what is

directly stated and what is really meant. Suggested Works: Of Mice and Men, The

Great Gatsby, “Winter Dreams.”

http://www.youtube.com/watch?feature=player_embedded&v=X6vvv_HhYfs


Informational

1. Persuasive Letter (RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.8, RI.11-12.9, W.11-12.1,

W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-

12.2.b, L.11-12.3): Read several important speeches and texts from the American

Revolution, and analyze the rhetoric and rhetorical devices used in each. Imagine

that you are an early American colonist. Write a letter to a family member or friend

persuading him or her to join your fight for American independence. Use at least three

rhetorical devices in your letter. Suggested Works: Purdue’s OWL “Rhetorician

Situations” (http://owl.english.purdue.edu/owl/resource/625/01/), “The Crisis, Number

1”, “Speech in the Virginia Convention”, “Letters from an American Farmer”;

Mandatory Works to meet RI.11-12.9: The Declaration of Independence, and The

Constitution. Relate the main ideas of the text back to the other works read for this

unit. To what extent does each text support the Enduring Understandings for the unit?

2. The Declaration of Independence (RI.11-12.5, RI.11-12.9): Analyze The Declaration of

Independence for its theme and purpose in written form, including the use of parallel

structure. Relate the main ideas of the text back to the other works read for this unit.

To what extent does each text support the Enduring Understandings for the unit?

Support ideas with evidence from the text.

WRITING STRATEGY FOCUS

1. Short Story (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.10,

L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a

narrative in the style of Tim O’Brien’s short story “Ambush.” Use narrative techniques to

develop experiences, events, and/or characters. Use precise words and phrases,

telling details, and sensory language to convey a vivid picture of experiences, events,

and setting. Support ideas with evidence from the text.

2. Building a Better Me (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e,

W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-

12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a narrative chronicling a self-

improvement project in the style of Benjamin Franklin, developing real experiences

and events using effective techniques, well-chosen details, and well-structured events.

Use narrative techniques, such as dialogue, pacing, description, and reflection to

develop experiences, events, and characters. Create a blog on blogspot.com to

publish individual narratives.

3. Fact-Based Narrative (W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d,

W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-

12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5, L.11-12.5.a): After reading Steinbeck’s

“The Harvest Gypsies,” write a narrative text from the point of view of one of the

residents of the camp. This narrative needs to establish a problem, introduce the

narrator and/or characters, and establish a smooth progression of events. Use

narrative techniques, such as dialog, pacing and description. Sequence events so

that they build towards a particular tone or outcome. Use precise language, and

include a conclusion.



SPEAKING AND LISTENING ACTIVITIES

1. The Pursuit of Happiness: (SL.11-12.4, SL.11-12.6): After reading several texts for the

class, students answer the essential question “What is happiness” in a multi-media

research project presentation. Present information, findings, and supporting evidence,

conveying a clear and distinct perspective such that listeners can follow the line of

reasoning, making strategic use of digital media in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest.

2. Alternatives (RL.11-12.2, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d):

In small groups discuss how the story in one of the selected novels develops in

relationship to where it is set, how the action is ordered, how the characters are

introduced and developed, etc. Also discuss how the author might have done this

differently, and how the story might have developed based on alternative choices for

these actions. Present the group’s ideas to the class. Suggested Works: The Great

Gatsby, Of Mice and Men

3. Guilty or Not Guilty: (SL.11-12.4): Conduct a mock trial in which Tom Buchanan (The

Great Gatsby) or George Milton (Of Mice and Men) is each put on trial for murder. Use

ample textual evidence.

SBAC PERFORMANCE ASSESSMENT PREP

1. Freedom, Happiness, Success (RL.11-12.1, RL.11-12.10, RI.11-12.1, RI.11-12.10, W.11-12.2,

W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-

12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a): Read several

selections with similar topics, and synthesize information from at least three of them into

an essay exploring how the author/speaker of each addresses the role that success,

freedom and happiness play in attaining the American Dream. Use ample textual

evidence. Suggested Works: “The Harvest Gypsies”, The Declaration of Independence,

The Constitution, “Speech in the Virginia Convention”, “Richard Cory”, “I, Too”, “The Crisis,

Number 1”


Grade 11, Unit 2

The Individual & Society

If a man does not keep pace with his companions, perhaps it is

because he hears a different drummer. Let him step to the

music which he hears, however measured or far away.

--Henry David Thoreau

OVERVIEW This unit will be taught in 2rd quarter as the natural next step in the curricular

sequence. Students will explore the question of where individualism and

community (responsibilities) collide through reading fiction and non-fiction and

writing informational texts.

ENDURING UNDERSTANDINGS Man and society often experience a tension or conflict between spiritual and

material motivations (moral dilemma).

The struggle with and resolution of moral and ethical dilemmas forges a

character.

Individual beliefs and values can change society.

The pursuit of economic success can interfere with or promote one’s beliefs and

values.

Individuals expressing beliefs and values often create conflict within a society.

ESSENTIAL QUESTIONS How can I remain true to myself and still answer to the demands of society?

When or under what circumstances should being an individual outweigh the

need to conform to societal expectations?

GUIDING QUESTIONS How simply can you live? How much stuff do you need?

What is the relationship between personal freedom and social responsibility?

When does the need for social order transcend the need for individual

freedoms?

Is the restriction of freedom ever a good thing? Why or why not?

Are there limits to personal freedoms? Explain.

To what extent is the American Dream an individual pursuit or a collective idea?

To what do we owe our allegiance: Our conscience, the law, or something else?


beliefs

conform/conformity

dilemma

ethics

integrity

morals

transcend

values

Writing Vocabulary

claim*

denotation*

digital media

evaluate

evidence*

inquiry

integrate

synthesize*

warrant Language

Vocabulary

conventions*

syntax

usage



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.11-12.3 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).

Craft and Structure

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.11-12.9 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.



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.

Craft and Structure

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.11-12.7 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.11-12.2 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.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so

that each new element builds on that which precedes it to create a

unified whole; include formatting (e.g., headings), graphics (e.g., figures,

tables), and multimedia when useful to aiding comprehension.

W.11-12.2.b Develop the topic thoroughly by selecting the most significant and

relevant facts, extended definitions, concrete details, quotations, or other

information and examples appropriate to the audience’s knowledge of

the topic.

W.11-12.2.c Use appropriate and varied transitions and syntax to link the major

sections of the text, create cohesion, and clarify the relationships among

complex ideas and concepts.

W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such

as metaphor, simile, and analogy to manage the complexity of the topic.

W.11-12.2.e Establish and maintain a formal style and objective tone while attending

to the norms and conventions of the discipline in which they are writing.

W.11-12.2.f Provide a concluding statement or section that follows from and supports

the information or explanation presented (e.g., articulating implications or

the significance of the topic).

Production and Distribution of Writing

W.11-12.4

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in standards 1–

3 above.)

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.

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.

Research to Build and Present Knowledge

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

reflection, and research.

W.11-12.9.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”).




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.11-12.1.a Come to discussions prepared, having read and researched material

under study; explicitly draw on that preparation by referring to evidence

from texts and other research on the topic or issue to stimulate a

thoughtful, well-reasoned exchange of ideas.

Language

Conventions of Standard English

L.11-12.1 Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.


Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice

Hall (11th Grade)


ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not

need to use all of them in this unit. These texts, however, should not be used in any

other unit.

“Civil Disobedience” by Thoreau (PH, p. 380, Lexile 1340)

“Nature” by Emerson (PH, p. 364, Lexile 1140)

“Self Reliance” by Emerson (PH, p. 366, Lexile 1140)

The Crucible by Arthur Miller (Lexile Level 990)

Walden by Henry David Thoreau (PH, p. 374, Lexile 1200)

SUPPORTING TEXTS

Novels

Billy Budd by Herman Melville (Lexile Level 1450)

The Adventures of Huckleberry Finn by Mark Twain (Lexile Level 990)

The Awakening by Kate Chopin (Lexile Level 911)

The Scarlett Letter by Nathaniel Hawthorne (Lexile Level 1420)

Drama

Our Town by Thornton Wilder

Short Stories

“A Wagner Matinee” by Willa Cather: http://cather.unl.edu/ss011.html

“Story of an Hour” by Kate Chopin (PH, p. 593)

“The Fall of the House of Usher” by Edgar Allen Poe (PH, p. 297)

Historical Fiction

“Coup de Grace” by Ambrose Bierce:

http://www.classicreader.com/book/1168/1/

http://cather.unl.edu/ss011.html

http://www.classicreader.com/book/1168/1/


Poems

Emily Dickinson Selections: (PH, “I heard a Fly buzz—when I died—” p. 396,

“Because I could not stop for Death,” p. 397, “My life closed twice before its

close—” p.398, The Soul selects her own Society—” p. 398, “There’s a certain

Slant of light,” p. 399, “There is a solitude of space” p. 400, “The Brain—is wider

than the Sky—” p. 400, “Water, is taught by thirst.” p. 401)

“Howl” by A. Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308

“Leaves of Grass,” by Walt Whitman (PH, p. 406)

“PoemHunter.com: Ralph Waldo Emerson”:

http://www.poemhunter.com/ralph-waldo-emerson/

“PoemHunter.com: Walt Whitman”: http://www.poemhunter.com/walt-

whitman/

Robert Frost Selections: (PH, “Birches,” p. 804, “Mending Wall,” p. 806, “Out, Out,”

p. 808, “Stopping by Woods on a Snowy Evening,” p. 810, “Acquainted With the

Night, p. 811, “The Gift Outright,” p. 812)

“Half-Hanged Mary”:

http://www.huffenglish.com/handouts/halfhangedmary.pdf

“The Raven” by Edgar Allen Poe (PH, p. 309)

“The Rose That Grew from Concrete” by Tupac Shakur:

http://www.sing365.com/music/lyric.nsf/The-Rose-that-Grew-from-Concrete-

lyrics-2Pac/805AB5EE1B84DB5D48257042002E8568 (also available in song format)

“We Wear the Mask” by Paul Dunbar (PH, p. 601)

Nonfiction

“Letter from Birmingham City Jail” (PH, p. 157)

Novel Units

The Scarlett Letter: Discovery Education:

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-scarlet-

letter.cfm

Picture Books

Henry Climbs a Mountain, Henry Hikes to Fitchburg, Henry Builds a Cabin by D. B.

Johnson

Hooray for Diffendoofer Day! by Dr. Seuss

Where the Wild Things Are by Maurice Sendak

DIGITAL CONTENT

Art/Photos

“American Gothic”: http://www.artic.edu/aic/collections/artwork/6565

“The Raft of the Medusa” by Theodore Gericault:

http://www.louvre.fr/en/oeuvre-notices/raft-medusa

“The Scream” by Edvard Munch: http://en.wikipedia.org/wiki/The_Scream

“The Wanderer Above the Sea of Fog” by Caspar David Friedrich:

http://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_032_(The_wanderer_ab

ove_the_sea_of_fog).jpg

http://www.poets.org/viewmedia.php/prmMID/15308

http://www.poemhunter.com/ralph-waldo-emerson/

http://www.poemhunter.com/walt-whitman/

http://www.poemhunter.com/walt-whitman/

http://www.huffenglish.com/handouts/halfhangedmary.pdf

http://www.sing365.com/music/lyric.nsf/The-Rose-that-Grew-from-Concrete-lyrics-2Pac/805AB5EE1B84DB5D48257042002E8568

http://www.sing365.com/music/lyric.nsf/The-Rose-that-Grew-from-Concrete-lyrics-2Pac/805AB5EE1B84DB5D48257042002E8568

http://www.discoveryeducation.com/teachers/free-lesson-plans/the-scarlet-letter.cfm


http://www.artic.edu/aic/collections/artwork/6565

http://www.louvre.fr/en/oeuvre-notices/raft-medusa

http://en.wikipedia.org/wiki/The_Scream

http://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_032_(The_wanderer_above_the_sea_of_fog).jpg

http://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_032_(The_wanderer_above_the_sea_of_fog).jpg



permitted based on District Policy 602.10. Film clips accessed through Discovery

Education are approved.

Steve Jobs introduces “Think Different”—Apple Special Event excerpts:

http://youtu.be/YcneYcl23MU

o http://youtu.be/SswMzUWOiJg: o http://youtu.be/l3jjKuTAPHA

“American History: Colonial America: Salem Witch Trials” (32 min 21 sec): (Log

on to Discovery Ed and search for this title.)

Quotes about Individuality: http://www.goodreads.com/quotes/tag/individuality

“Salem Witch Trials” (26 min) (includes a teacher’s guide and how to use The

Crucible with this video): (Log on to Discovery Ed and search for this title.)

Websites

“Arthur Miller: Are You Now or Were You Ever?”:

http://www.writing.upenn.edu/~afilreis/50s/miller-mccarthyism.html

“Arthur Miller’s The Crucible: Fact and Fiction”: http://www.17thc.us/docs/fact-

fiction.shtml

“Case 39: Rebecca Nurse” (several other cases are available at this site):

http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html

“Chart: The Second Red Scare, 1939-1954”:

http://faculty.polytechnic.org/gfeldmeth/chart.mccarthyism.pdf

“Conformity and Obedience” (only first section on conformity):

http://webspace.ship.edu/cgboer/conformity.html

“Death Warrant for Sarah Good, Rebecca Nurse, Susannah Martin, Elizabeth

How, and Sarah Wilds”: http://etext.virginia.edu/etcbin/toccer-

new2?id=BoySal2.sgm&images=images/modeng&data=/texts/english/modeng/

oldsalem&tag=public&part=49&division=div2

“Individuality and Social Conformity” by Ashol Natarajan:

http://www.worldacademy.org/forum/individuality-and-social-conformity

“Salem Witch Trials: Documentary Archive and Transcription Project” (contains

original historical documents of the Salem Witch Trials and additional cases):

http://teachinghistory.org/history-content/website-reviews/14606

“Teaching the Crucible with the New York Times” (Many resources are included):

http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-

new-york-times/

“The Crucible Anticipation and Reaction Guide”:

http://www.webenglishteacher.com/crucible.html

“The Crucible: Lesson Plans and Teaching Resources” (multiple links, including

Character Recipe): http://www.webenglishteacher.com/crucible.html

“The Salem Witchcraft Papers, Volume 2” (contains transcripts relating to Sarah

Good and Rebecca Nurse):


“What is Your Conformity Level?”: www.quiztron.com/tests/is_con...quiz_46314.htm

http://youtu.be/YcneYcl23MU

http://youtu.be/SswMzUWOiJg

http://youtu.be/l3jjKuTAPHA

http://www.goodreads.com/quotes/tag/individuality

http://www.writing.upenn.edu/~afilreis/50s/miller-mccarthyism.html

http://www.17thc.us/docs/fact-fiction.shtml

http://www.17thc.us/docs/fact-fiction.shtml


http://faculty.polytechnic.org/gfeldmeth/chart.mccarthyism.pdf

http://webspace.ship.edu/cgboer/conformity.html

http://etext.virginia.edu/etcbin/toccer-new2?id=BoySal2.sgm&images=images/modeng&data=/texts/english/modeng/oldsalem&tag=public&part=49&division=div2



http://www.worldacademy.org/forum/individuality-and-social-conformity

http://teachinghistory.org/history-content/website-reviews/14606

http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-new-york-times/

http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-new-york-times/




http://www.quiztron.com/tests/is_con...quiz_46314.htm


New York Times article, “Radio Listeners in Panic Taking War Drama as Fact”

reporting the hysteria caused by Orson Welles' radio show, “War of the Worlds”

at www.war-of-the-worlds.org/Radio/Newspapers/Oct31/NYT.html

Political Cartoons “Herblock’s History: Political Cartoons from the Crash to the Millennium”:

www.loc.gov/rr/print/swann/herblock/fire.html

Movies Dead Poet’s Society (excerpts)

Ferris Bueller’s Day Off (excerpts)


1. To Conform or not to Conform (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c,

SL.11-12.1.d): “I think the reward for conformity is that everyone likes you except

yourself.”—Rita Mae Brown.

Students will read two articles about conformity and look at a series of quotes

about individuality, conformity, and non-conformity. Students take notes as they

are reading indicating to what extent they agree or disagree with the selections.

Students select their favorite quote(s) on individuality or they can create their

own individuality quotes. Students will participate in a group discussion about

their responses to the reading selections and their selected quotes. Students can

take the optional quiz. Suggested Works: Individuality and Social Conformity

(essay), Conformity and Obedience (article: only first section on conformity),

Quotes about Individuality, What is Your Conformity Level ? (Quiz)


Literature

1. Literary Terminology (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.9):

Create a two column chart. Label one column Definition of Literary Terms and

the other column Examples of Literary Terms. While reading a selection, fill in the

chart with specific examples of literary terms. Suggested Works: “The Raven” or

any other poem from one of the authors listed above.

2. Figuratively and Poetically Speaking (RL.11-12.4): Using one of the poems listed

above, highlight the figurative language, words with multiple meanings, and

word choices that have a high impact on the meaning and tone of the poem.

Replace those words and phrases with other words and phrases. Analyze the

two forms of the poem to determine how the change in wording changes the

meaning and tone of the poem.

3. The Scarlet Letter Character Development: Bio Poem (RL.11-12.3, RL.11-12.4,

RL.11-12.5, RL.11-12.6): Following the format at the Biopoems website, students

will write a character poem about one or more of the main characters in The

Scarlet Letter (or any other major work read for class).

http://www.war-of-the-worlds.org/Radio/Newspapers/Oct31/NYT.html

http://www.loc.gov/rr/print/swann/herblock/fire.html


4. Venn diagram (RL.11-12.2, RL.11-12.3): View excerpts from Ferris Bueller’s Day Off

or Dead Poets Society. Choose two characters and complete a Venn diagram

focusing on the question “Should being an individual outweigh the need to

conform to societal expectations?” Show where characters act as an individual

and where they conform to societal expectations (shared portion of the

diagram).

5. Textual Evidences and Inferences in “Half-Hanged Mary” (RL.11-12.1): Create a

table with three columns. Label them: Explicit, Inferences, and Matters

Uncertain. In the Explicit column write textual evidence showing what the text

says explicitly. In the Inference column write what is inferred and include the text

these inferences are based on. In the Matters Uncertain column, list what

matters the author leaves uncertain and speculate as to why they are left

uncertain. Suggested Works: “The Daily Poetry Movement: Half-Hanged Mary”

6. Cooking up Characters in The Crucible (RL.11-12.3): Students will select a

character from The Crucible and create a character recipe for that individual.

Follow this link to the Character Recipe at this website:

http://prezi.com/qvaasrkyqnfx/the-crucible-projects/.

7. Defining Crucible (RL.11-12.4, RL.11-12.10): Look up several definitions of the word

crucible. Discuss the figurative and connotative meanings of the word. What

impact does using The Crucible for the title have on the meaning and tone of

the play?

8. Structure of The Crucible (RL.11-12.5, RL.11-12.10): Discuss how the following

contribute to the play’s overall structure, meaning and aesthetic impact.

Suggested Works: The Crucible, “Arthur Miller’s The Crucible: Fact and Fiction”

o releasing the exposition of the play in bits and pieces

o putting questions in the readers’/viewers’ minds about loyalty and

relationships as the action moves forward

o using repetition at the ends of Acts I and III

o building a crescendo at the end of each act

o changing historical facts (See “Arthur Miller’s The Crucible: Fact and

Fiction”)

o Students note any additional author’s choices concerning the specific

parts of a text.

Informational

1. Think Different (RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.7, RI.11-12.10, SL.11-12.2,

SL.11-12.5, L.11-12.1): View Apple Computer Think Different commercials

(available on YouTube) and/or view print ads in a gallery walk. Each student

should pick one individual from the Think Different commercials and complete a

web quest to determine how the person impacted society. Students link this

person to Emerson’s quote, “To Be Great is to Be Misunderstood.” Present

conclusions to class.

http://prezi.com/qvaasrkyqnfx/the-crucible-projects/


2. Individual vs. Society (RI.11-12.1, RI.11-12.2, RI.11-12.3): Assign students to read

and analyze two of the following selections. They will then create a Venn

diagram showing how conformity to society’s values is represented similarly and

differently in each of the selections. Students who read the same selections will

be put in groups to discuss their findings. Each group will share their ideas with

the entire class. Suggested Works: “Civil Disobedience,” “Letter from Birmingham

City Jail,” “Nature,” “Self Reliance,” and selections from Walden.

3. A Close Rereading (RI.11-12.4, RI.11-12.5, L.11-12.3, L.11-12.3.a): Reread the

Declaration of Independence to examine its tie to the enduring understandings

for the unit as well as to evaluate how syntax and text structure impact the text’s

meaning.

4. Present Day Witch Hunts (RI.11-12.7): Use the resources in the suggested works to

answer one or more of the following questions. Suggested Works: The Crucible;

Chart: “The Second Red Scare, 1939-1954”; “Herblock’s History: Political

Cartoons from the Crash to the Millennium”; “Teaching the Crucible with the

New York Times” (This site links to several articles.); “Arthur Miller: Are You Now or

Were You Ever?”; “The Crucible Anticipation and Reaction Guide”:

a. What groups of people might be targets of a modern day witch hunt and

what might that witch hunt look like today?

b. How might Arthur Miller’s play, The Crucible have been seen as a

metaphor of a modern day witch hunt during the McCarthy period?

c. Why did Miller write the play and what consequences resulted from the

play being written and performed?

d. Do fear and mass hysteria happen in some societies today? If so, what

causes this and what is the best way to deal with it?

e. Is it better to die for what you believe in than to lie to save your life?

Explain your position.

f. Should beliefs in opposition to common values be illegal?


1. On-line Message Board (RI.11-12.2, RI.11-12.7, RI.11-12.10, W.11-12.1, W.11-12.4,

W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.5,

L.11-12.1, L.11-12.2, L.11-12.3): Post six quotes, ideas, pictures, articles, etc…

related to the guiding questions. Students must respond to three, comparing or

contrasting points of their own. Do not simply repeat or paraphrase what other

students are doing.

2. Salem Witch Trials (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d,

W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,

L.11-12.2.b, L.11-12.3, L.11-12.3.a): During the 17th century in America, witchcraft

was on the minds of many colonists; anyone, at anytime, could be accused of

witchery. The most well-known of such events are the Salem witch trials of 1692.

During this period of hysteria and mayhem, 19 colonists were hanged, one

pressed to death, and at least four died in prison. All were later exonerated. After

reading The Crucible (or The Scarlet Letter), watching “American History:

Colonial America: Salem Witch Trials,” and examining other instances in history


where hysteria created undesirable action (examples: War of the Worlds radio

broadcast, the Red Scare, effects of idea that vaccinations can cause autism,

etc.), write an expository essay in which you explore how hysteria can develop

into catastrophic actions and behaviors. (copied from Discovery Ed). Suggested

Works: The Crucible

3. The Crucible, McCarthyism and Modern Day Witch Hunts (W.11-12.2, W.11-

12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4,

W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,

L.11-12.2.b, L.11-12.6): Write an informative paper showing the relationship

between The Crucible, McCarthyism and Modern Day Witch Hunts. Suggested

Works: The Crucible, “Teaching the Crucible with the New York Times,” “The

Crucible: Lesson Plans and Teaching Resources,” “Arthur Miller: Are You Now or

Were You Ever?”

4. (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-

12.2.f, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.9, W.11-12.9.a, L.11-12.1, L.11-

12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.6): Write a paper

showing how two or more eighteenth-, nineteenth-, and early twentieth-century

foundational works treat similar themes or topics. Suggested Works: “Civil

Disobedience,” and “Self Reliance;” “Nature,” and Walden and “Stopping by

Woods on a Snowy Evening”


1. Survival (RL.11-12.4, RL.11-12.9, SL.11-12.1, SL.11-12.2): Make a list of 10 items you

would want to have with you if you were in a cabin for a year. Compare and

contrast those lists to Thoreau’s lists in Walden. Each student should analyze

his/her own list and comment on what it says about the student. Suggested

Works: Walden

2. Personal and Political Actions (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c,

SL.11-12.1.d): Throughout America's history, there have always been laws that

regulated citizens' personal behavior. Among the Puritans of the 18th century, for

example, adultery was a serious crime, as The Scarlet Letter makes clear. Today

we have laws forcing motorcycle riders to wear helmets, laws that make suicide

illegal, and laws against speeding on an empty highway, among many others. In

a small group, discuss the following questions: Where should society draw the

line between personal and political actions? Should society have the right to tell

you how to behave on your own time? Why or why not? (copied and adapted

from Discovery Ed: http://www.discoveryeducation.com/teachers/free-lesson-

plans/the-scarlet-letter.cfm)


1. Individual vs. Society (RL.11-12.9, RL.11-12.10, RI.11-12.7, RI.11-12.10, SL.11-12.2,

SL.11-12.4, SL.11-12.5): The values of some individuals may conflict with the

values of society. After reading and viewing at least one of the suggested works

from each of the categories listed below, prepare a power point presentation




that explores answers to one or more of the questions listed below. Suggested

Works: Novel or Drama: The Crucible, The Scarlet Letter; Non-fiction: “Civil

Disobedience,” Walden, Advertisements from the Apple “Think Different”

Campaign, “Letter from Birmingham City Jail;” Short Story: “A Wagner

Matinee,” “Story of an Hour,” Poems, Art/Photos, Picture Books: any of the

art/photos listed above, any of the picture books listed above, any poem listed

above that supports the individual vs. society theme

o How can I remain true to myself and still answer to the demands of

society?

o When or under what circumstances should being an individual outweigh

the need to conform to societal expectations?

o What is the relationship between personal freedom and social

responsibility?

o When does the need for social order transcend the need for individual

freedoms?

o Under what circumstances, if any, should there be limits to personal

freedoms?

o Is the American Dream an individual pursuit or a collective idea?

o To what do we owe our allegiance: our conscience, the law, or

something else?


Grade 11, Unit 3

Assimilation & Cultural

Identity

If civilization is to survive, we must cultivate the

science of human relationships–the ability of all

peoples, of all kinds, to live together, in the same

world at peace.

--Franklin D. Roosevelt

OVERVIEW This unit will be taught in the 3rd quarter as the natural next step in the curricular

sequence. Historically and logically, assimilation into, or coexistence within society at

large obtains as a subsequent development when individual conflicts with that larger

society have begun to play out. Students will research for and write an argumentative

research paper exploring the American Dream as it relates to immigration and

assimilation.

ENDURING UNDERSTANDINGS Diversity causes conflict.

In a diverse American society people are in conflict between conserving a

native cultural identity and assimilating into a unified cultural identity.

An individual’s world view is shaped by one’s political, social, economic, and

religious beliefs.

Personal identity is derived from education, material possessions, socioeconomic

status, ethnic/cultural heritage, and personal experience.

A diverse society requires that one be aware of biases, including one’s own.

Diversity of cultural beliefs and values may cause conflict and drive change

within a society.

Diversity of cultural beliefs and values may contribute to a society’s vitality.

ESSENTIAL QUESTIONS What is the value, if any, of diversity? (religious, political, social, environmental)

To what extent does America have a culture?

GUIDING QUESTIONS Under what circumstances is conflict bad and bad?

How are Americans perceived by other cultures?

Why do some countries view Americans negatively?

Is America a melting pot or a salad bowl? Explain.

Is America still the ‘City on a Hill”? (Winthrop, Reagan)

Does America still want your tired, your poor, your huddled masses yearning to

breathe free (Statue of Liberty)?



assimilation

bias

connotation*

figurative

hegemony

inference*

pluralism

theme*

Writing Vocabulary

claim*

denotation*

digital media

evaluate

evidence*

inquiry

integrate

synthesize*

warrant

Language Vocabulary

conventions*

usage




RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the







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.

Craft and Structure

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



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.

Integration of Knowledge and Ideas 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.11-12.2 Write informative/explanatory texts to examine and convey complex










the topic.












W.11-12.4 Produce clear and coherent writing in which the development,



3 above.)





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.11-12.9.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]”).


Language


L.11-12.1 Demonstrate command of the conventions of standard English grammar


L.11-12.1.a Apply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested.

L.11-12.1.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.

L.11-12.2.a Observe hyphenation conventions.

L.11-12.2.b Spell correctly.

Knowledge of Language

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.11-12.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)

for guidance as needed; apply an understanding of syntax to the study of

complex texts when reading.

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.



Hall (11th Grade)




other unit.

Black Like Me by John Howard Griffen (Lexile Level 990)

SUPPORTING TEXTS

Short Stories

“Antojos” by Julia Alvarez (PH, p. 966)(guava’s and trust in a foreign country)

“Desiree’s Baby” by Kate Chopin: http://www.eastoftheweb.com/short-

stories/UBooks/DesiBaby.shtml

“The Outcasts of Poker Flat” by Bret Harte (PH, p. 535)

“A Perfect Day for Bananafish” by J. D. Salinger:

http://archives.newyorker.com/?i=1948-01-31#folio=020 (Original story in The

New Yorker, print is very small.)

http://www.eastoftheweb.com/short-stories/UBooks/DesiBaby.shtml

http://www.eastoftheweb.com/short-stories/UBooks/DesiBaby.shtml

http://archives.newyorker.com/?i=1948-01-31#folio=020


“The Devil and Tom Walker” authors (PH, p. 236)

“Diamond Island: Alcatraz” (PH, p. 51)

Novels

Cold Sassy Tree by Olive Ann Burns (Lexile Level 930)

Moby Dick by Herman Melville (Lexile Level 1200)

My Antonia by Willa Cather (Lexile Level 1010)

The Awakening by Kate Chopin (Lexile Level 911)

The Jungle by Upton Sinclair (Lexile Level 1170)

The Red Badge of Courage by Stephen Crane (Lexile Level 900)

The Sound and the Fury by William Faulkner (Lexile Level 870)

Poems

“Booker T. and W.E.B.” by Dudley Randall:

http://www.huarchivesnet.howard.edu/9908huarnet/randall.htm

“I yearn” by Ricardo Sánchez (PH, pp. 855-856)

“Let America Be America Again” by Langston Hughes:


Poems by Langston Hughes: PoemHunter.com: Langston Hughes

http://www.poemhunter.com/langston-hughes/poems/

“The Names” by Billy Collins (PH, p. 396)

Plays

Raisin in the Sun: https://archive.org/details/raisininthesunun008824mbp (can be

downloaded at this site

Nonfiction

Letter from Birmingham City Jail by Martin Luther King (PH, p. 157)

Novel Unit

Novel Unit: Black Like Me:

http://thebestnotes.com/booknotes/Black_Like_Me/Black_Like_Me26.html

Music

“Paul Revere and the Raiders: Indian Reservation” (lyrics):

http://www.oldielyrics.com/lyrics/paul_revere_and_the_raiders/indian_reservatio

n.html

“Cherokee Nation: Paul Revere and the Raiders”: http://youtu.be/_ojRQ15My7s




I Have a Dream speech MLK: http://www.youtube.com/watch?v=smEqnnklfYs

(speech) http://www.usconstitution.net/dream.html (text)

Websites

50 Rhetorical Devices for Rational Writing: http://www.dailywritingtips.com/50-

rhetorical-devices-for-rational-writing/

A More Perfect Union speech by Barrack Obama:

http://www.npr.org/templates/story/story.php?storyId=88478467

Abraham Lincoln: Second Inaugural Address:

http://www.nationalcenter.org/LincolnSecondInaugural.html

Arizona Border Trash: https://www.azbordertrash.gov/index.html

August Wilson on Developing Black Culture: (Log on to Discovery Ed and search

for this title.)

http://www.huarchivesnet.howard.edu/9908huarnet/randall.htm


http://www.poemhunter.com/langston-hughes/poems/

https://archive.org/details/raisininthesunun008824mbp

http://thebestnotes.com/booknotes/Black_Like_Me/Black_Like_Me26.html

http://www.oldielyrics.com/lyrics/paul_revere_and_the_raiders/indian_reservation.html

http://www.oldielyrics.com/lyrics/paul_revere_and_the_raiders/indian_reservation.html

http://youtu.be/_ojRQ15My7s

http://www.youtube.com/watch?v=smEqnnklfYs

http://www.usconstitution.net/dream.html

http://www.dailywritingtips.com/50-rhetorical-devices-for-rational-writing/

http://www.dailywritingtips.com/50-rhetorical-devices-for-rational-writing/


http://www.nationalcenter.org/LincolnSecondInaugural.html

https://www.azbordertrash.gov/index.html


Austin Wilson Rejects Assimilation: (Log on to Discovery Ed and search for this

title.)

Constitutional Rights Foundation: Educating About Immigration:

http://www.crfimmigrationed.org/index.php/stuff (Contains several immigration

articles.)

C-SPAN: Barack Obama Speech at 2004 DNC Convention:

http://www.youtube.com/watch?v=eWynt87PaJ0&edufilter=u00dqvAfj8AQ5AU

wfrPehw Declaration of Independence:

http://www.archives.gov/exhibits/charters/declaration_transcript.html

Frayer Model: http://www.worksheetworks.com/miscellanea/graphic-

organizers/frayer.html

Illegal Immigrants Trash Border Lands with Tons of Waste:

http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border-

lands-with-tons-of-waste/ National Immigration Forum: http://www.immigrationforum.org/ (Contains

several immigration articles.)

“Rejecting Assimilation: African American Culture in the Works of Gloria Naylor”:

(Log on to Discovery Ed and search for this title.)

“Seizing Power from the Woman Warrior” by Diana Abu-Jaber and Excerpt: “The

Woman Warrior” Maxine Hong Kingston:


Shattering the Melting Pot:

http://app.discoveryeducation.com/player/view/assetGuid/956C712A-6D9B-

4DA6-A1FE-6C348F1E1FB1

The Beginnings of an American Dream: Life in Wealthy New England in the Early

1900’s: (Log on to Discovery Ed and search for this title.)

“The Pressure of Immigration and Social Theories”: (Log on to Discovery Ed and

search for this title.)

The United States Constitution (contains the Bill of Rights):

http://constitutionus.com/

“Tone vs. Mood” (two tables of words that identify tones and moods):

http://astabowen.com/ToneMood.htm

Transcript: Illinois Senate Candidate Barack Obama:

http://www.washingtonpost.com/wp-dyn/articles/A19751-2004Jul27.html

“We Will Be a City Upon a Hill” speech by Ronald Reagan:

http://reagan2020.us/speeches/City_Upon_A_Hill.asp


1. Symbol of America (SL.11-12.1, SL.11-12.2, L.11-12.4): Bring in a visual that is

emblematic of American culture and/or a quintessential American as a starting

point for a conversation about American culture: what it is, what it looks like, how it

differs from region to region, and what it might look like moving forward. a. Students complete a Frayer model vocabulary diagram for the word

“diversity.”

http://www.crfimmigrationed.org/index.php/stuff

http://www.youtube.com/watch?v=eWynt87PaJ0&edufilter=u00dqvAfj8AQ5AUwfrPehw

http://www.youtube.com/watch?v=eWynt87PaJ0&edufilter=u00dqvAfj8AQ5AUwfrPehw

http://www.archives.gov/exhibits/charters/declaration_transcript.html

http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html


http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border-lands-with-tons-of-waste/


http://www.immigrationforum.org/


http://app.discoveryeducation.com/player/view/assetGuid/956C712A-6D9B-4DA6-A1FE-6C348F1E1FB1

http://app.discoveryeducation.com/player/view/assetGuid/956C712A-6D9B-4DA6-A1FE-6C348F1E1FB1

http://constitutionus.com/

http://astabowen.com/ToneMood.htm

http://www.washingtonpost.com/wp-dyn/articles/A19751-2004Jul27.html

http://reagan2020.us/speeches/City_Upon_A_Hill.asp


b. Students Think-Pair-Share their results.

Suggested Resources: Frayer Model:



Literary

1. Theme (RL.11-12.2): Create a graphic organizer with 3 rectangular boxes on top

of one another. In the first box, write the topic. In the second box write the

theme—what the author is saying about the topic. In the last box give evidence

from the text that supports the selected theme. Continue this graphic by adding

an additional three rows at the end of each subsequent chapter or act and

repeating this pattern. Suggested Works: Black Like Me, Raisin in the Sun

Topic

Theme—what the author is saying about the topic

Evidence—from the text

2. Directly Stated or Really Meant (RL.11-12.6): Create a 2 column table. Title the

first column “Directly Stated.” Title the second column “Really Meant.” As you

are reading and come to passages that say something different than what is

really meant, fill in the chart. In a group discuss why the author choose to state

something other than what was really meant. Suggested Works: “Antojos,”

3. Tone (RL.11-12.4): Select a passage from the text that shows the author’s

attitude towards his subject (tone). What is the tone of that passage? List the

specific words/phrases the author uses to create this tone. Replace those words

with synonyms. Now, what is the tone of the rewritten passage? Suggested

Works: “Tone vs. Mood,” Black Like Me, “Desiree’s Baby,”

Informational

1. Polar Opposites (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6,

RI.11-12.10): Find two polarizing texts that illuminate current immigration issues:

identify biases of each writer. Suggested Works: National Immigration Forum:

http://www.immigrationforum.org/ (Contains several immigration articles.),

Constitutional Rights Foundation: Educating About Immigration:

http://www.crfimmigrationed.org/index.php/stuff (Contains several immigration articles.), Arizona Border Trash: https://www.azbordertrash.gov/index.html, Illegal

Immigrants Trash Border Lands with Tons of Waste:

http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border-

lands-with-tons-of-waste/

2. Themes, Purposes and Rhetoric (RI.11-12.9): After reading the Bill of Rights, and

Lincoln’s Second Inaugural Address, analyze them for themes, purposes and

rhetorical features. Do this by creating a 3 column table that lists the names of

the documents in individual cells across the top. Label the first two rows themes

and purposes. Label the remaining rows with the specific names of the rhetorical

devices that will be the focus of this study. Fill in the table with specific examples

from each of the documents. Using the table as a reference, have a group


http://www.immigrationforum.org/

http://www.crfimmigrationed.org/index.php/stuff

https://www.azbordertrash.gov/index.html




discussion about the causes, key factors, and possible results of each of these

documents. Suggested Works: 50 Rhetorical Devices for Rational Writing


1. Notable African-Americans (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2,

L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6): : Research one of the

notable African-Americans mentioned in this unit or previous units, such as W.E.B.

Du Bois, Mary McLeod Bethune, Phillis Wheatley, or Langston Hughes. Write a

biography for this person. Include most notable contributions to American history

and greatest challenges given the time period in which he or she lived.

2. City on a Hill (W.11-12.4, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b,

L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6): In writing,

compare and contrast the concept of the City on the Hill from Reagan’s and

Winthrop’s City on the Hill speeches and sermons. Delineate and evaluate the

reasoning in each of these and discuss the premises, purposes, and arguments in

each. Include paraphrases of selected passages from both.

3. Short Fiction Technique (RI.11-12.1, RI.11-12.4, W.11-12.1, W.11-12.2, W.11-12.4,

W.11-12.5, W.11-12.7, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.2, L.11-12.5,

L.11-12.6):

Direct Instruction:

o A. Students take notes on traditional plot mechanics and the Joycean

Epiphany.

o B. Students take notes on the history of modern short fiction (William

Boyd).

o C. Students take notes on CEW model of writing.

Guided Practice:

o A. Students apply CEW model to written analysis of selected

paragraphs from Poe’s Philosophy of Composition.

Formative Assessment:

o A. Students read selected short stories from those listed in Suggested

Works above, analyzing them for structure and literary technique using

CEW model to respond to teacher-provided guiding questions/writing

prompts.

Summative Assessment:

o A. Students review notes and conduct class discussion of what the unit

has produced in the way of knowledge of short fiction technique and

strategy.

o B. Employing CEW model, drawing their evidence in the form of quotes

and paraphrases from the reading and notes, students write a limited

critique of modern short fiction from the following prompt: How might

we describe the methods of modern short fiction?


4. Argument: Official Language or Religion (RI.11-12.1, RI.11-12.2, RI.11-12.3,

RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.8, RI.11-12.10, W.11-12.1, W.11-12.1.a,

W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5,

W.11-12.7, W.11-12.8, W.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3): Students will

choose one of the following questions to research in order to gain different

perspectives and data regarding the topic:

a) Should the United States have an official language or religion? b) Should bilingual education be taught in the schools? c) Should America be a melting pot or a salad bowl? d) Is America still the “City on a Hill”? Defend your answer. e) Does America still want your tired, your poor, your huddled masses

yearning to breathe free? Students will write an argumentative research paper which presents and

explores a specific claim related to the topic, and defends the claim with

evidence from their research. Students may also create and present a multi-

media presentation. Project/paper must follow and exemplify CEW (claim,

evidence, warrant) model of argument, and follow MLA or APA citations style

and documentation.

5. Photo-Essay (W.11-12.1, W.11-12.7): Compile a collection of photographs that

help define your culture. Create a photo essay and write a brief artist’s

statement explaining your selections.


1. Sub-Culture Values (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.7,

RI.11-12.10, SL.11-12.4, SL.11-12.5): Select a particular sub-culture, such as an

ethnic or religious group, and research its top research centers and

collections. Create a PowerPoint presentation illustrating the details of such

centers and collections, highlighting well-known artifacts.


1. Melting Pot or Salad Bowl? (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c,

W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-

12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6L): Austin Wilson

said that the only people who can melt are European ethnic groups, such as

the Italians, the Irish, the Germans and the Poles because they share a

common sensibility and a cultural sensibility as Caucasians. Gloria Naylor says

assimilation can be “extremely dangerous.” After reading and viewing

several of the suggested works, write an informative paper that addresses

this question: In a diverse American society how should people resolve the

conflict between conserving a native cultural identity and assimilating into a

unified cultural identity? You can limit your focus to one culture or you can

focus on several cultures. Suggested Works: Black Like Me (book), A Raisin in

the Sun (play), “Shattering the Melting Pot” (video clip), “Austin Wilson

Rejects Assimilation” (video clip), “Rejecting Assimilation: African American

Culture in the Works of Gloria Naylor” (video clip), “The Pressure of

Immigration and Social Theories” (video clip), “Antojos” (short story) “Let


America Be” (poem), “I yearn” (poem), “Diamond Island: Alcatraz” (short

story), “Indian Reservation” (song)


Grade 11 Unit 4

The Future of the

American Dream

“The river was mild and leisurely, going away

from the people who ate shadows for breakfast

and steam for lunch and vapors for supper.” ―

Ray Bradbury, Fahrenheit 451

OVERVIEW This unit will ask the students to synthesize their understanding of the American Dream--

gained over the course of the year--and to reflect whether it is still achievable. They will

develop arguments to assert whether the American Dream is a viable model for the

world to follow in the future.

ENDURING UNDERSTANDINGS The American Dream is an evolving concept.

ESSENTIAL QUESTIONS To what extent is the American Dream still alive?

What is the future of the American Dream?

GUIDING QUESTIONS To what extent do external forces, such as corporations, government, education

and media, and natural forces, such as the environment and science, affect the

American Dream?

To what extent should the United States of America export its values across the

globe?

To what extent is a global community influencing the American Dream?

Is the American Dream sustainable? Explain.

Is the American Dream still worth pursuing? Explain.

What are acceptable limits on speech and expression?

What is more dangerous to society—government censorship, or self-censorship?

(F451)

STUDENTS WILL KNOW AND USE THE FOLLOWING TERMS: *indicates concept previously introduced in earlier grades. Reading Vocabulary

Global economy

hegemony

illiteracy v. a-literacy

meritocracy

oligarchy

plutocracy

secular

Writing Vocabulary

citation*

claim*

persuasion

proof

rhetorical argument

satire

synthesis*

textual evidence*

Language Vocabulary

figurative language*

matching style to

audience and

purpose

parallel structure*

parallelism

repetition

varied syntax

http://www.goodreads.com/author/show/1630.Ray_Bradbury

http://www.goodreads.com/work/quotes/1272463

http://www.google.com/imgres?q=american+dream&start=516&num=10&hl=en&safe=active&biw=1024&bih=651&tbm=isch&tbnid=TlqJ-4s_xMiJVM:&imgrefurl=http://www.ornl.gov/info/library/ornlnews/archive022912.shtml&docid=QYFjwLsOSuTSqM&imgurl=http://www.ornl.gov/info/library/ornlnews/images/0618_american-dream-house_400x280.jpg&w=400&h=280&ei=TViAUOmSMsyuigLurICwDg&zoom=1&iact=hc&vpx=713&vpy=331&dur=1275&hovh=188&hovw=268&tx=152&ty=113&sig=116666272386292968136&page=27&tbnh=136&tbnw=215&ndsp=17&ved=1t:429,r:32,s:500,i:100



Reading: Literature


RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the





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





RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the








RI.11-12.7 Integrate and evaluate multiple sources of information presented in



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.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of

the claim(s), distinguish the claim(s) from alternate or opposing claims,

and create an organization that logically sequences claim(s),

counterclaims, reasons, and evidence.

W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the

most relevant evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major

sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and

between claim(s) and counterclaims.

W.11-12.1.d Establish and maintain a formal style and objective tone while attending



W.11-12.1.e Provide a concluding statement or section that follows from and supports

the argument presented.


W.11-12.4 Produce clear and coherent writing in which the development,



3 above.)




W.11-12.6 Use technology, including the Internet, to produce, publish, and update




W.11-12.7 Conduct short as well as more sustained research projects to answer a




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.





SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions








SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-

making, set clear goals and deadlines, and establish individual roles as

needed.

SL.11-12.1.c Propel conversations by posing and responding to questions that probe

reasoning and evidence; ensure a hearing for a full range of positions on

a topic or issue; clarify, verify, or challenge ideas and conclusions; and

promote divergent and creative perspectives.


SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,

claims, and evidence made on all sides of an issue; resolve contradictions

when possible; and determine what additional information or research is

required to deepen the investigation or complete the task.

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.

Presentation of Knowledge and Ideas

SL.11-12. 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.

Language


L.11-12.1. Demonstrate command of the conventions of standard English grammar







L.11-12.2. Demonstrate command of the conventions of standard English




Vocabulary Acquisition and Use

L.11-12.5 Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and

analyze their role in the text.

L.11-12.6 Acquire and use accurately general academic and domain-specific








Hall (11th Grade)




other unit.

Proposed Anchor text for 2013-2014—Determine in-building if this text is

used here or in 12th grade: Fahrenheit 451(Lexile Level 890)

SUPPORTING TEXTS

Short Stories

“To Build a Fire” by Jack London, PH, p. 556

“The Writer in the Family,” by E. L. Doctorow (PH, p. 1068)

Novels

Ethan Frome (Lexile Level 1160)

The Grapes of Wrath (Lexile Level 680)

Old Man and the Sea (Lexile Level 940)

Zen and the Art of Motorcycle Maintenance (Lexile Level 1040)

Excerpts from The Epic of America by James Truslow Adams (excerpts)

Poems

“9-11” by Robert Pinksy: http://www.pbs.org/newshour/bb/entertainment/july-

dec02/9-11_9-11.html

“Burning a Book” by William Stafford:

http://poetryschmmapoetry.blogspot.com/2011/04/burning-book-by-william-

stafford.html

“The Condoleezza Suite” (excerpt) by Nikky Finney:

http://www.poets.org/m/dsp_poem.php?prmMID=22810 (note: This is

copyrighted.)

“Howl” Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308

“Hunger in New York City,” by Simon Ortiz (PH, p. 980)

“Let America Be America Again,” by Langston Hughes; http://www.poets.org/viewmedia.php/prmMID/15609

“next to of course god America”…by e.e. cummings:

http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=7158

“The History Teacher” by Billy Collins: http://www.billy-

collins.com/2005/06/the_history_tea.html

“The Names,” by Billy Collins: http://www.poemhunter.com/poem/the-names-3/ “Who Burns for the Perfection of Paper,” by Martin Espada (PH, p. 979)

Plays

Death of a Salesman by Arthur Miller (can be downloaded at this site):

http://www.free-ebooks.net/ebook/Death-of-a-salesman/pdf/view

http://www.pbs.org/newshour/bb/entertainment/july-dec02/9-11_9-11.html

http://www.pbs.org/newshour/bb/entertainment/july-dec02/9-11_9-11.html

http://poetryschmmapoetry.blogspot.com/2011/04/burning-book-by-william-stafford.html

http://poetryschmmapoetry.blogspot.com/2011/04/burning-book-by-william-stafford.html

http://www.poets.org/m/dsp_poem.php?prmMID=22810



http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=7158

http://www.billy-collins.com/2005/06/the_history_tea.html

http://www.billy-collins.com/2005/06/the_history_tea.html

http://www.poemhunter.com/poem/the-names-3/

http://www.free-ebooks.net/ebook/Death-of-a-salesman/pdf/view


Nonfiction

Anti-science Beliefs Jeopardize U.S. Democracy, Scientific American Magazine,

November 2012: http://www.scientificamerican.com/article/antiscience-beliefs-

jeopardize-us-democracy/

Citizen’s United v. Federal Elections Commission: Citizen’s United Supreme Court

decision regarding corporations: http://www.oyez.org/cases/2000-

2009/2008/2008_08_205

Morse v. Frederick (Supreme Court Case regarding student free speech):

http://www.oyez.org/cases/2000-2009/2006/2006_06_278

“For the Love of Books,” by Rita Dove (PH, p. 1010)

Founding Documents and speeches including the Constitution, The Declaration

of Independence, Federalist Papers, etc. Document Library: Founding Era:

http://teachingamericanhistory.org/library/founding/

DIGITAL CONTENT




Video segments of Stephen Colbert’s creation of his “super PAC” :

http://youtu.be/iypvuL3Yggk “How Much Has Citizens United Changed the Political Game?” New York Times

article about Citizen’s United v. Federal Elections Commission http://www.nytimes.com/2012/07/22/magazine/how-much-has-citizens-united-

changed-the-political-game.html?pagewanted=all “’Bong hits 4 Jesus’ limits student rights” CNN Article regarding Morse v.

Frederick http://www.cnn.com/2007/LAW/06/25/free.speech/

Morse v. Frederick http://www.oyez.org/cases/2000-2009/2006/2006_06_278

Websites

“An Absurd Attack on Free Speech,” by George F. Will:

http://www.nypost.com/p/news/opinion/opedcolumnists/an_absurd_attack_on

_free_speech_j7AAD4RUj56cFKtyihdLEK

“Frequently challenged books of the 21st century”:

http://www.ala.org/advocacy/banned/frequentlychallenged/21stcenturychalle

nged

“Censorhip”: (Log on to Discovery Ed and search for this title.)

“Colleges Have Free Speech on the Run” by George F. Will:

http://articles.washingtonpost.com/2012-11-30/opinions/35585054_1_campus-

censorship-greg-lukianoff-liberals

“Fahrenheit 451 Quotes”: http://www.goodreads.com/work/quotes/1272463-

fahrenheit-451?page=1

“Fahrenheit 451”: http://youtu.be/M9n98SXNGl8

“Here Today Gone Tomorrow: Preserving Culture in Changing Times” by Tom

Marshall, NY Times, Oct 16, 2012:

http://learning.blogs.nytimes.com/2012/10/16/here-today-gone-tomorrow-

preserving-culture-in-changing-times/ (This is a lesson plan.)

Origins of Novel “Fahrenheit 451”: http://youtu.be/MnZ6BiQ130s

http://www.scientificamerican.com/article/antiscience-beliefs-jeopardize-us-democracy/

http://www.scientificamerican.com/article/antiscience-beliefs-jeopardize-us-democracy/




http://teachingamericanhistory.org/library/founding/

http://youtu.be/iypvuL3Yggk

http://www.nytimes.com/2012/07/22/magazine/how-much-has-citizens-united-changed-the-political-game.html?pagewanted=all

http://www.nytimes.com/2012/07/22/magazine/how-much-has-citizens-united-changed-the-political-game.html?pagewanted=all

http://www.cnn.com/2007/LAW/06/25/free.speech/


http://www.nypost.com/p/news/opinion/opedcolumnists/an_absurd_attack_on_free_speech_j7AAD4RUj56cFKtyihdLEK

http://www.nypost.com/p/news/opinion/opedcolumnists/an_absurd_attack_on_free_speech_j7AAD4RUj56cFKtyihdLEK

http://www.ala.org/advocacy/banned/frequentlychallenged/21stcenturychallenged

http://www.ala.org/advocacy/banned/frequentlychallenged/21stcenturychallenged

http://articles.washingtonpost.com/2012-11-30/opinions/35585054_1_campus-censorship-greg-lukianoff-liberals

http://articles.washingtonpost.com/2012-11-30/opinions/35585054_1_campus-censorship-greg-lukianoff-liberals

http://www.goodreads.com/work/quotes/1272463-fahrenheit-451?page=1

http://www.goodreads.com/work/quotes/1272463-fahrenheit-451?page=1

http://youtu.be/M9n98SXNGl8

http://learning.blogs.nytimes.com/2012/10/16/here-today-gone-tomorrow-preserving-culture-in-changing-times/

http://learning.blogs.nytimes.com/2012/10/16/here-today-gone-tomorrow-preserving-culture-in-changing-times/

http://youtu.be/MnZ6BiQ130s


“Is the American Dream Only a Dream?” (Fall 2012 Trust Magazine) by Jodi

Enda: http://www.pewtrusts.org/news_room_detail.aspx?id=85899418125

“Kurt Vonnegut’s Letter to Drake High School: You Have Insulted Me” by Laura

Hibbard: http://www.huffingtonpost.com/2012/03/30/kurt-vonnegut-letter-to-

drake-high-school_n_1392557.html

“Libraries, Censors and Self-Censorship”:

http://www.valkyrie22.com/library/LIS%20899/Presentation/articles/Libraries,%20C

ensors%20and%20Self-Censorship.pdf “Putting education first to live the American dream”by Delece Smith-Barrow:

http://www.washingtonpost.com/blogs/therootdc/post/putting-education-first-

to-live-the-american-dream/2012/07/17/gJQAsMDdrW_blog.html

Rethinking the American Dream by David Kamp Vanity Fair 2009:

http://www.vanityfair.com/culture/features/2009/04/american-dream200904

“Rigging Free Speech,” by George F. Will:

http://www.jewishworldreview.com/cols/will053112.php3

“Colbert v. the Court”:

http://www.slate.com/articles/news_and_politics/jurisprudence/2012/02/stephen

_colbert_is_winning_the_war_against_the_supreme_court_and_citizens_united_.h

tml

“Should Twain Be Sanitized: The Case For and Against”:

http://www.nytimes.com/2011/01/08/opinion/lweb08twain.html?_r=0

“That’s Not Twain”:

http://www.nytimes.com/2011/01/06/opinion/06thu4.html?scp=1&sq=that%27s%

20not%20twain&st=cse

“The American Dream”:

http://www.krcresearch.com/news_americanDream.html

“The Conversion Of The American Dream: Breaking out of robotic patterns of

consumption re-engages us with life - and brings high adventure” by Tom Atlee:

http://www.context.org/iclib/ic26/atlee/

“The Future of the American Democracy Foundation”:

http://thefutureofamericandemocracyfoundation.org/Project2.html

“To Tweak or Not to Tweak a Literary Classic: Pro-censor” by Fatia Kasumu:

http://temple-news.com/opinion/2011/01/17/to-tweak-or-not-to-tweak-a-literary-

classic-pro-censor/

“Treating Money as Free Speech,” by Nolan Bowie:

http://belfercenter.ksg.harvard.edu/publication/1724/treating_money_as_free_s

peech.html

Novel Units

“Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts”:

http://www.neabigread.org/books/fahrenheit451/teachersguide02.php

University Resource

Center for the Study of the American Dream at Xavier University:

http://www.xavier.edu/americandream/ (There are multiple resources at this

link. One of the resources is a Permanent American Dream Video Archive:

http://www.xavier.edu/americandream/programs/video-archive.cfm. At this

site multiple videos are available that focus on many aspects of the American

Dream, such as hard work, education, entrepreneurs, global, immigration, etc.

http://www.pewtrusts.org/news_room_detail.aspx?id=85899418125

http://www.huffingtonpost.com/2012/03/30/kurt-vonnegut-letter-to-drake-high-school_n_1392557.html

http://www.huffingtonpost.com/2012/03/30/kurt-vonnegut-letter-to-drake-high-school_n_1392557.html

http://www.valkyrie22.com/library/LIS%20899/Presentation/articles/Libraries,%20Censors%20and%20Self-Censorship.pdf

http://www.valkyrie22.com/library/LIS%20899/Presentation/articles/Libraries,%20Censors%20and%20Self-Censorship.pdf

http://www.washingtonpost.com/blogs/therootdc/post/putting-education-first-to-live-the-american-dream/2012/07/17/gJQAsMDdrW_blog.html

http://www.washingtonpost.com/blogs/therootdc/post/putting-education-first-to-live-the-american-dream/2012/07/17/gJQAsMDdrW_blog.html

http://www.vanityfair.com/culture/features/2009/04/american-dream200904

http://www.jewishworldreview.com/cols/will053112.php3

http://www.slate.com/articles/news_and_politics/jurisprudence/2012/02/stephen_colbert_is_winning_the_war_against_the_supreme_court_and_citizens_united_.html



http://www.nytimes.com/2011/01/08/opinion/lweb08twain.html?_r=0

http://www.nytimes.com/2011/01/06/opinion/06thu4.html?scp=1&sq=that%27s%20not%20twain&st=cse

http://www.nytimes.com/2011/01/06/opinion/06thu4.html?scp=1&sq=that%27s%20not%20twain&st=cse

http://www.krcresearch.com/news_americanDream.html



http://thefutureofamericandemocracyfoundation.org/Project2.html

http://temple-news.com/opinion/2011/01/17/to-tweak-or-not-to-tweak-a-literary-classic-pro-censor/

http://temple-news.com/opinion/2011/01/17/to-tweak-or-not-to-tweak-a-literary-classic-pro-censor/

http://belfercenter.ksg.harvard.edu/publication/1724/treating_money_as_free_speech.html

http://belfercenter.ksg.harvard.edu/publication/1724/treating_money_as_free_speech.html

http://www.neabigread.org/books/fahrenheit451/teachersguide02.php

http://www.xavier.edu/americandream/

http://www.xavier.edu/americandream/programs/video-archive.cfm


Each of these categories links to multiple videos which are interviews with people

about their opinion of the American Dream.)

Websites

Common Core State Standards (logos, pathos, ethos, uses W.11-12.9.b):

http://rpdp.net/files/ccss/ELA/ELA_11-12_Curr_Res/Reading%2011-

12/Informational/RI.11-12.8-TeachingRhetoricIntro.pdf


1. Four Featured Poems (RL.11-12.1, RL.11-12.2, RL.11-12.4, SL.11-12.1, SL.11-12.1.c,

SL.11-12.1.d): Give students the names of the four featured poems (listed below).

Ask students to predict the common theme based on the name. In groups,

students read and analyze Billy Collin’s poem, “The Names” with the instructions

to make note of the patterns (repetition) and structures. What do they notice

about the names? What is the significance of the names? Assert a claim about

the poem’s theme. Give student groups the other poems to read and to assert a

one-sentence claim about theme for each. Compare groups’ interpretations,

and provide evidence for how the group arrived at their conclusion. Go back

and read each poem carefully, considering the various claims of meaning and

the evidence derived from close reading. Suggested Works: “next to god,

america, I” by e.e. cummings, “The Names” by Billy Collins, “9/11” by Robert

Pinsky, “Let America Be America Again” by Langston Hughes


Literature

1. Close Reading (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.9): create a T-chart of

imagery and sensory word choice used in Mildred’s suicide “attempt” and the

self-immolation by the unnamed woman. Using close reading, and researching

the historical allusion, students contrast the level of intentionality and

consciousness between the two women. Suggested Works: Fahrenheit 451

2. 3 sentence poetry explication (RL.11-12.1, RL.11-12.3): Independently, and after

extensive modeling, students read a poem, noticing repetitive patterns, and

ruptures to patterns. In sentence one, student asserts a claim about the

meaning of the poem. Sentence two—student identifies a poetic device the

poet uses to help render that meaning. Sentence three—student imbeds a

quoted portion of the poem as evidence that the student used to arrive at his or

her interpretation.

3. Death of a Salesman (RL.11-12.3, RL.11-12.7, RL.11-12.9): Students will create a

shoebox model of the set to reveal their understanding of how the setting

advances the themes in the play. Students then watch the film version, and

slides of the Broadway production to compare to their own interpretations.

4. Themes (RL.11-12.2): Use the lesson plans from Day 9 of Fahrenheit 451 Teacher’s

Guide from the National Endowment of the Arts as a guide. Students will choose

a theme related topic such as happiness, knowledge, freedom, etc. Students

will chart in a graphic organizer how this topic is represented over the course of

the novel. Students will then choose a quote from the novel that relates to their

chosen theme. Students will write a paragraph explaining the relationship they

http://rpdp.net/files/ccss/ELA/ELA_11-12_Curr_Res/Reading%2011-12/Informational/RI.11-12.8-TeachingRhetoricIntro.pdf

http://rpdp.net/files/ccss/ELA/ELA_11-12_Curr_Res/Reading%2011-12/Informational/RI.11-12.8-TeachingRhetoricIntro.pdf


see between their selected quote and the theme of the novel. Suggested Works:

Fahrenheit 451, “Fahrenheit 451 Quotes,” “Fahrenheit 451 Teacher’s Guide:

National Endowment for the Arts, Day 9, Themes”

5. Point of View (RL.11-12.6): Create a two column chart. Title one column “What is

Directly Stated” and the other column “What is Really Meant.” Read a section of

a selected text and when what is directly stated differs from what is really meant,

fill in the chart by writing exactly what was stated in the first column, and what

was really meant in the second column. Then write a short paragraph analyzing

the role point of view plays in understanding what is directly stated and what is

really meant. Suggested Works: Fahrenheit 451, “Fahrenheit 451 Teacher’s

Guide: National Endowment for the Arts, Day 3, Point of View”

6. Structure (RL.11-12.5): Have students create a story board for making a movie

of Fahrenheit 451. They have to eliminate at least two scenes because of

time constraints. Students analyze which 2 scenes can be cut without

changing the story. Additional ideas for analyzing an author’s choices can

be found at “Day 8, The Plot Unfolds.” Suggested Works: Fahrenheit 451,

“Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts, Day 8, The

Plot Unfolds”

Informational

1. Citizen’s United Supreme Court ruling (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4,

RI.11-12.6, RI.11-12.7, RI.11-12.8, RI.11-12.10, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b,

SL.11-12.1.c, SL.11-12.1.d): Students do an “evolution of my thinking” graphic

organizer, tracking their evolving opinion periodically over the course of the

following discussion. Discuss the impact of money as a form of free speech, and

the influence on democracy. Have students read the decision, and conduct a

Socratic seminar on what effect they think it will have on the sustainability of

democracy. Ask students to engage in a thought experiment about the logical

conclusion to this decision. Then show Stephen Colbert material. Discuss the role

of political satire in democratic societies. Read George Will, as an advocate for

free speech. Read “Treating Money as Free Speech.” Read dissenting opinion

from the bench.


1. Censorship of Ideas (Argument) (W.11-12.1, W.11-12.1.a, W.11-12.1.b,

W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7,

W.11-12.8, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2,

L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-12.5.a, L.11-12.6): During Hitler’s

reign in Germany, he persuaded his followers that certain books created “un-

German thoughts and ideas” and therefore should be burned. On 10 May 1933

at Berlin’s Opernplatz, the “literary purge” occurred. At least 20,000 books were

burned. Is censorship of ideas ever appropriate? Write a persuasive essay in

which you agree or disagree with this question. Be sure to use specific examples

to support your argument. (Copied from Discovery Ed: Censorship of Ideas

(Argument). A picture of book burning is available at this Discovery Ed site.)


2. Degrees of Censorship (W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c,

W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7; W.11-12.8,

W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,

L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-12.5.a, L.11-12.6): Students will write an

argumentative paper in which the pros and cons of degrees of censorship are

discussed, and students will take a stand on what they believe is the acceptable

degree of censorship, if any. Consider the following: Is there an ideal age at

which students should have access to any book? Students will use specific

examples from the texts to support their arguments. Suggested Works:

Fahrenheit 451, “To Tweak or Not to Tweak a Literary Classic: Pro-censor,” “That’s

Not Twain,” “Should Twain Be Sanitized: The Case For and Against,” and “Kurt

Vonnegut’s Letter to Drake High School: You Have Insulted Me.”


1. The American Dream in Prezi or Power Point (RL.11-12.2, RI.11-12.2, SL.11-12.4,

SL.11-12.5): Create a Prezi or Power Point with selected quotations, an annotated

photo essay, a short documentary or a speech wherein the student asserts the

intention of the American Dream as envisioned by at least two authors studied,

and then asserts the current reality of that vision.

2. Group Consensus on Theme (RL.11-12.1, RL.11-12.2, RL.11-12.10, SL.11-12.1,

SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.4, SL.11-12.6): In a

small group discuss how each of these selections could tie in with the themes in

Fahrenheit 451. As a group agree on the selection that most accurately reflects

one of the themes of the novel. As a group create a poster that portrays this

theme in pictures and words. Each group will share their poster and ideas with the other groups. Suggested Works: “Who Burns for the Perfection of Paper,”

“Hunger in New York City,” “For the Love of Books,” “The Writer in the Family,”

Fahrenheit 451

3. American Dream Video: (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c,

SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6): Students will

watch several videos from the “Permanent American Dream Video Archive” at

the “Center for the Study of the American Dream At Xavier University.” After

watching these videos, students will partner with another student in the class and

interview that student about his/her idea of the American Dream. Students will

videotape the interview and present it to the class.

4. Questions About the American Dream (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b,

SL.11-12.1.c, SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6):

Students will choose one of the guiding questions or essential questions and

prepare and present a multi-media presentation that answers this question.

Students will also evaluate their classmate’s presentations based on SL.11-12.3

Suggested Works: “The Future of the American Democracy Foundation,” “The

American Dream” Is the American Dream Only a Dream? (Fall 2012 Trust

Magazine), “Putting education first to live the American dream,” “The



Conversion of The American Dream: Breaking out of robotic patterns of

consumption re-engages us with life - and brings high adventure”


1. Government Censorship vs. Self-Censorship (RL.11-12.1, RI.11-12.1, RI.11-12.7,

RI.11-12.10, W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-

12.1.e, W.11-12.4, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, L.11-12.1, L.11-

12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-

12.5.a, L.11-12.6): After reading the following, write an argumentative paper that

answers the question: What is more dangerous to society—government

censorship or self-censorship? Be sure to use ample textual evidence to support

your point of view.

Quote #1: “Remember, the firemen are rarely necessary. The public itself

stopped reading of its own accord.”

Quote #2: “I ate them like salad, books were my sandwich for lunch, my tiffin

and dinner and midnight munch. I tore out the pages, ate them with salt,

doused them with relish, gnawed on the bindings, turned the chapters with my

tongue! Books by the dozen, the score and the billion. I carried so many home I

was hunchbacked for years. Philosophy, art history, politics, social science, the

poem, the essay, the grandiose play, you name 'em, I ate 'em.” Read: Fahrenheit 451, “Libraries, Censors and Self-Censorship,” and “Censorship”



COMMON CORE STATE STANDARDS GRADES 11 and 12 Click on the links to return to the Sample Activities and Assessments for that unit.

I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,

SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.

Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC


Reading: Literature


RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the





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



Craft and Structure

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).


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.11-12.8. (Not applicable to literature)

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.


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Range of Reading and Level of Text Complexity 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.

By the end of grade 12, read and comprehend literature, including

stories, dramas, and poems, at the high end of the grades 11–CCR text

complexity band independently and proficiently.

Reading: Informational Text Key Ideas and Details

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the



RI.11-12.2. Determine two or more central ideas of a text and analyze their




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.

Craft and Structure

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



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



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.

Range of Reading and Level of Text Complexity

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.

By the end of grade 12, read and comprehend literary nonfiction at the

high end of the grades 11–CCR text complexity band independently and

proficiently.

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.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of

the claim(s), distinguish the claim(s) from alternate or opposing claims,

and create an organization that logically sequences claim(s),

counterclaims, reasons, and evidence.

W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the

most relevant evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience’s

knowledge level, concerns, values, and possible biases.

W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major

sections of the text, create cohesion, and clarify the relationships

between claim(s) and reasons, between reasons and evidence, and

between claim(s) and counterclaims.

W.11-12.1.d Establish and maintain a formal style and objective tone while attending


W.11-12.1.e Provide a concluding statement or section that follows from and supports

the argument presented.

W.11-12.2. Write informative/explanatory texts to examine and convey complex











the topic.











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.

W.11-12.3.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.

W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description,

reflection, and multiple plot lines, to develop experiences, events, and/or

characters.

W.11-12.3.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).

W.11-12.3.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.11-12.3.e Provide a conclusion that follows from and reflects on what is

experienced, observed, or resolved over the course of the narrative.


W.11-12.4. Produce clear and coherent writing in which the development,



3 above.)

W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,



W.11-12.6. Use technology, including the Internet, to produce, publish, and update










W.11-12.7. Conduct short as well as more sustained research projects to answer a




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,


W.11-12.9.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”).

W.11-12.9.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]”).

Range of Writing

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.



SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions














SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-

making, set clear goals and deadlines, and establish individual roles as

needed.

SL.11-12.1.c Propel conversations by posing and responding to questions that probe

reasoning and evidence; ensure a hearing for a full range of positions on

a topic or issue; clarify, verify, or challenge ideas and conclusions; and

promote divergent and creative perspectives.

SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,

claims, and evidence made on all sides of an issue; resolve contradictions

when possible; and determine what additional information or research is

required to deepen the investigation or complete the task.

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.

Presentation of Knowledge and Ideas

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.

Language


L.11-12.1. Demonstrate command of the conventions of standard English grammar













L.11-12.2. Demonstrate command of the conventions of standard English




Knowledge of Language

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.11-12.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)

for guidance as needed; apply an understanding of syntax to the study of

complex texts when reading.

Vocabulary Acquisition and Use

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.11-12.4.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.

L.11-12.4.b Identify and correctly use patterns of word changes that indicate

different meanings or parts of speech (e.g., conceive, conception,

conceivable).

L.11-12.4.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.

L.11-12.4.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).

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

nuances in word meanings.

L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and

analyze their role in the text.

L.11-12.6. Analyze nuances in the meaning of words with similar denotations.

L.11-12.6.a Acquire and use accurately general academic and domain-specific





Joint School District No. 2 English Language Arts ... 1… · English Language Arts Curriculum...

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