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Curriculum Map: American Literature 11 2013Course: English 11Subtopic: English

Grade(s): None specified

Unit: Unit 1: A Gathering of Voices: Literature of Early America (Beginnings to 1800)Subject: Language Arts

Stage One - Desired Results

Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):STATE: PA Core Standards (2014)CC.1.2.11-12.A(Intermediate)

Determine and analyze the relationship between two or more central ideas of a text,including the development and interaction of the central ideas; provide an objectivesummary of the text.

CC.1.2.11-12.B(Intermediate)

Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicitand explicit assumptions and beliefs.

CC.1.2.11-12.C(Intermediate)

Analyze the interaction and development of a complex set of ideas, sequence of events, orspecific individuals over the course of the text.

CC.1.2.11-12.D(Intermediate)

Evaluate how an author’s point of view or purpose shapes the content and style of a text.

CC.1.2.11-12.E(Intermediate)

Analyze and evaluate the effectiveness of the structure an author uses in his or herexposition or argument, including whether the structure makes points clear, convincing, andengaging.

CC.1.2.11-12.F(Intermediate)

Evaluate how words and phrases shape meaning and tone in texts.

CC.1.2.11-12.H(Intermediate)

Analyze seminal texts based upon reasoning, premises, purposes, and arguments.

CC.1.2.11-12.I(Intermediate)

Analyze foundational U.S. and world documents of historical, political, and literarysignificance for their themes, purposes, and rhetorical features.

CC.1.2.11-12.J(Intermediate)

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

CC.1.2.11-12.K(Intermediate)

Determine or clarify the meaning of unknown and multiple-meaning words and phrasesbased on grade-level reading and content, choosing flexibly from a range of strategies andtools.

CC.1.2.11-12.L(Intermediate)

Read and comprehend literary non-fiction and informational text on grade level, readingindependently and proficiently.

CC.1.3.11-12.A(Intermediate)

Determine and analyze the relationship between two or more themes or central ideas of atext, including the development and interaction of the themes; provide an objectivesummary of the text.


Read and comprehend literary fiction on grade level, reading independently and proficiently.


Write informative/ explanatory texts to examine and convey complex ideas, concepts, andinformation clearly and accurately.


Write with a sharp, distinct focus identifying topic, task, and audience.


Organize complex ideas, concepts, and information so that each new element builds on thatwhich precedes it to create a whole; use appropriate and varied transitions and syntax tolink the major sections of the text; provide a concluding statement or section that supportsthe information presented; include formatting when useful to aiding comprehension.

CC.1.4.11-12.E(Intermediate)

Write with an awareness of the stylistic aspects of composition.

Big Ideas: Students will understand that:There is a distinct connection between literature and geography.

Literature helps us understand our past, present, and progress.

American literature is a broad label that encompasses the

Essential Questions:What is the relationship between literature and place?

How does literature shape or reflect society?

What makes American literature American?

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development of a relatively young yet complex country. EarlyAmerican literature focuses on themes dealing with Wilderness,Community, and Individualism. Concepts:Students will know...NOTES: Origin MythsNOTES: Author’sPurpose, p56NOTES: Puritan PlainStyleNOTES: MetaphorNOTES: SermonNOTES: RhetoricalDevicesNOTES: Persuasionp110NOTES: HeroicCouplets p122EQ Vocab:

magnificent

obstacle

resources

independence

straightforward

optimism

rational

articulate

idealism

ANGLICIZING (pg9)

unconscious

depths

ancestors

protruded

Vocabulary, p56

peril

habitation

subject to

adversity

calamity

relentWord analysis: Latinprefix omni-

Competencies (including Transfer goals):Students will be ableto independently use their learning to...The students will be able to acquire and identify the significance ofnew vocabulary in context.

The students will develop an understanding of the earliest possibleroots of American literary history.

The students will be able to discuss and respond to promptsdemonstrating comprehension of a variety of literature.

The students will write a reflective essay that connects to a powerfulmetaphorical concept.

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despotism

privileges

vigilant

unanimity

Word Analysis:Latin -rect- and–tude-

Stage Two - Assessment EvidencePerformance Tasks/Products/ProjectsSmall/Large Group discussionsReflective EssayJournal EntriesLiterary Analysis / Critical Reading responses

Notes:Terminology/ConceptsKey VocabularyRoot notesOther Evidence (Tests, quizzes, etc)Unit Vocab quizEnd of Selection/Unit tests

Stage Three - Learning PlanLearning Activities:

UNIT 1 – AGATHERING OFVOICES(Beginning-1800)

Reading Strategies Literary Analysis Vocabulary Grammar/Writing Assessment

Read Snapshot,Background, and EQAcross Time p 2-13

(2 days)

EQ Vocab:

magnificent

obstacle

resources

independence

straightforward

optimism

rational

articulate

idealism

ANGLICIZING (pg9)

JE: Respond to EQ:

What were themajor roles of earlyAmerican writers?

Part 1 - Creation Reading Warm-ups NOTES: Origin Myths unconscious Coordinating

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Myths

“The Earth on theTurtle’s Back”

“When GrizzliesWalked Upright”

“from the NavajoOrigin Legend”

(5 days)

A and B, UR1, p17-18

Establish a Purposefor Reading p18

UR1 p20

depths

ancestors

protruded

conjunctions

From Of PlymouthPlantation

(3 days)

Breaking down longsentences, p56

Author’s Purpose, p56 Vocabulary, p56

peril

habitation

subject to

adversity

calamity

relent

Critical Reading p65

Part 2 – “To MyDear and LovingHusband” p76

(2 days)

Reading Warm-upsA/B 90-91

Puritan Plain Style

“Huswifery”p82

(4 days)

Adjust YourReading Rate p80

Metaphor Writing: ReflectiveEssay

Sinners in theHands of an AngryGod p86

(5 days)

Context Clues p84 Sermon Word analysis: Latinprefix omni-

Correlativeconjunctions

Part 3 –

Speech in theVirginia Convention– Patrick Henryp100 and BenjaminFranklin p 104

(5 days)

Critique TheirAppeal to Friendlyand HostileAudiences p98

Rhetorical Devices despotism

privileges

vigilant

unanimity

The Declaration ofIndependence

(2 days)

Analyze WordChoice p110

Persuasion p110 Word Analysis:Latin -rect- and–tude-

Critical Reading ORSelection Test

“To His Excellency,GeneralWashington”

(3 days)

Heroic Couplets p122 Test Practice:Reading p133

Timed Writing:Responding to theEQ

Test Practice:Reading p187

Reading forInformation p 128

(3 days)

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Unit Vocab quiz Materials and Resources:Pearson American Literature series

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Unit: Unit 2: A Growing Nation: Literature of the American Renaissance (1800-1870)Subject: Language Arts


Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):STATE: PA Core Standards (2014)CC.1.2.11-12.A(Intermediate)

Determine and analyze the relationship between two or more central ideas of a text,including the development and interaction of the central ideas; provide an objectivesummary of the text.


Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicitand explicit assumptions and beliefs.


Analyze the interaction and development of a complex set of ideas, sequence of events, orspecific individuals over the course of the text.

CC.1.2.11-12.F(Intermediate)

Evaluate how words and phrases shape meaning and tone in texts.


Analyze seminal texts based upon reasoning, premises, purposes, and arguments.


Analyze foundational U.S. and world documents of historical, political, and literarysignificance for their themes, purposes, and rhetorical features.






Read and comprehend literary non-fiction and informational text on grade level, readingindependently and proficiently.


Determine and analyze the relationship between two or more themes or central ideas of atext, including the development and interaction of the themes; provide an objectivesummary of the text.


Analyze the impact of the author’s choices regarding how to develop and relate elements ofa story or drama.


Evaluate how an author’s point of view or purpose shapes the content and style of a text.


Demonstrate knowledge of foundational works of literature that reflect a variety of genresin the respective major periods of literature, including how two or more texts from thesame period treat similar themes or topics.






Read and comprehend literary fiction on grade level, reading independently and proficiently.


Write informative/ explanatory texts to examine and convey complex ideas, concepts, andinformation clearly and accurately.


Write with a sharp, distinct focus identifying topic, task, and audience.


Demonstrate a grade-appropriate command of the conventions of standard Englishgrammar, usage, capitalization, punctuation, and spelling.

CC.1.4.11-12.M(Intermediate)

Write narratives to develop real or imagined experiences or events.

CC.1.4.11-12.N(Intermediate)

Engage and orient the reader by setting out a problem, situation, or observation and itssignificance, establishing one or multiple points of view, and introducing a narrator and/orcharacters.

CC.1.4.11-12.O Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and

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(Intermediate) pacing to develop experiences, events, and/or characters; use precise words and phrases,telling details, and sensory language to convey a vivid picture of the experiences, events,settings, and/or characters.

CC.1.4.11-12.P(Intermediate)

Create a smooth progression of experiences or events using a variety of techniques tosequence events so that they build on one another to create a coherent whole and buildtoward a particular tone and outcome; provide a conclusion that follows from and reflectson what is experienced, observed, or resolved over the course of the narrative.

CC.1.4.11-12.Q(Intermediate)

Write with an awareness of the stylistic aspects of writing.


Initiate and participate effectively in a range of collaborative discussions on grade-leveltopics, texts, and issues, building on others’ ideas and expressing their own clearly andpersuasively.



American literature is a broad label that encompasses thedevelopment of a relatively young yet complex country. EarlyAmerican literature focuses on themes dealing withWilderness,Community, and Individualism.

One purpose of expository writing is to draw connections betweentwo or more texts or authors.

[NOTE: TAILOR AT LEAST ONE OF THE BIG IDEAS TO ADIFFERENT CULTURAL POINT FROM THE EQ PREREADINGSECTION]




How can writing help us better understand the world?

Concepts:Students will know...NOTES

CharacterizationMeter and MoodGothic Literature p291

What is GothicLiterature?Fig LangAuthor’s Style, FigLang, Metaphor, andAnalogyExact and SlantRhyme p407Epic PoetryVocabulary andRoot workbarrier

acquisition

exploration

market

invention

technology

individualist

colloquial

self-reliantWord Analysis:Latin ex-


The students will develop an understanding of a key period ofdevelopment in American literary history.


The students will write an essay that makes a connection between twotexts or between the characteristics of a genre and a text.

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prevalent

discord

treacherous

extort

ostentation

parsimonyefface

eloquence

pensive

venerable

Latin root: -voc-

importunate

munificent

equivocal

specious

anomalous

sentience Word Analysis:Latin prefix: ab-

perpetual

decorum

tranquil

conviction

chaos

aversion

absolve

Word Analysis:Latin root: -flu-

dilapidated

sublime

superfluous

magnanimityWord Analysis:Latin root: -fin-

surmised

eternity

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interposed

affliction

ample

finite

infinityMultiple meaningwords

Denotation

stirring

abeyance

effuse

bequeath

stealthily

robust

Stage Two - Assessment Evidence

Performance Tasks/Products/ProjectsSmall/Large Group discussionsWriting: Essay Evaluating Differing Critical ViewsOr an essay Exploring the Gothic traitsOr comparison of two Gothic storiesJournal EntriesLiterary Analysis / Critical Reading responsesMultiple Poetry exercisesShort fiction

Notes:Terminology/ConceptsKey VocabularyRoot notesOther Evidence (Tests, quizzes, etc)Unit Vocab QuizEnd of Selection/Unit tests

Stage Three - Learning PlanLearning Activities:

Reading Strategies Literary Analysis Vocabulary Grammar/Writing

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UNIT 2 – AGROWINGNATIONRead Snapshot,Background, andEQ (1 day) p210-

barrier

acquisition

exploration

market

invention

technology

individualist

colloquial

self-reliant

JE: Respond to EQ:

What makesAmericanliterature“sound”American?

Part 1 - “The Deviland Tom Walker”p227 (4 days)

Evaluate theInfluences of theHistorical Periodp226

Characterization Word Analysis:Latin ex-

prevalent

discord

treacherous

extort

ostentation

parsimony

Writing: WritingFiction – A ModernRetelling of a Story

“Song of Hiawatha”p258 and “The TideRises, The TideFalls” p 260 byLongfellow

“Old Ironsides”p266 by OliverWendell Holmes (5days)

Summarize Meter and Mood efface

eloquence

pensive

venerable

Writing a Poem –Write an Odeabout somethingthat inspires you

“The Fall of theHouse of Usher”p293 (5 days)

Break Down LongSentences p291

Gothic Literature p291

What is GothicLiterature?

Latin root: -voc-

importunate

munificent

equivocal

specious

anomalous

sentience

Comparative andSuperlativeAdjectives andAdverbs p321

Grammar in YourWriting 321

Writing: EssayEvaluating DifferingCritical Views

Or an essayExploring the Gothictraits

Or comparison oftwo Gothic stories

“Where is Here?”

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by Joyce CarolOates p 325 (2days)Part 3

from Nature, Self-Reliance, and“Concord Hymn”p366-371 (2 days)

Challenging orQuestioning theText

Fig Lang Word Analysis:Latin prefix: ab-

perpetual

decorum

tranquil

conviction

chaos

aversion

absolve

From Walden p378(3 days)

Analyze theAuthor’s Implicitand ExplicitPhilosophicalAssumptions p376

Author’s Style, FigLang, Metaphor, andAnalogy

Word Analysis:Latin root: -flu-

dilapidated

sublime

superfluous

magnanimity

Writing: Editorial

Part 4

Emily Dickinson’sPoetry pg404 (1day)

Rereading p407 Exact and SlantRhyme p407

Word Analysis:Latin root: -fin-

surmised

eternity

interposed

affliction

ample

finite

infinity

Walt Whitman’sPoetry (2 days)

Adjust YourReading Rate

Epic Poetry Multiple meaningwords

Denotation

stirring

abeyance

effuse

bequeath

stealthily

robust

Writing: Free VersePoem in Honor ofWhitman

Timed Writing:Responding to theEQ

Unit Vocab quiz AnalyzingFunctional and

Timed Writing (397)

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Expository Textspg392-397 (2 days)Materials and Resources:Pearson American Literature series

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Unit: Unit 3: Division, Reconciliation, and Expansion: Literature of the Civil War and the Frontier (1850-1914)Subject: Language Arts


Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):STATE: PA Core Standards (2014)CC.1.2.11-12.A (Advanced) Determine and analyze the relationship between two or more central ideas of a text,

including the development and interaction of the central ideas; provide an objectivesummary of the text.

CC.1.2.11-12.B (Advanced) Cite strong and thorough textual evidence to support analysis of what the text saysexplicitly, as well as inferences and conclusions based on and related to an author’s implicitand explicit assumptions and beliefs.

CC.1.2.11-12.C (Advanced) Analyze the interaction and development of a complex set of ideas, sequence of events, orspecific individuals over the course of the text.

CC.1.2.11-12.E (Advanced) Analyze and evaluate the effectiveness of the structure an author uses in his or herexposition or argument, including whether the structure makes points clear, convincing, andengaging.

CC.1.2.11-12.F (Advanced) Evaluate how words and phrases shape meaning and tone in texts. CC.1.2.11-12.H (Advanced) Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC.1.2.11-12.I (Advanced) Analyze foundational U.S. and world documents of historical, political, and literary

significance for their themes, purposes, and rhetorical features.

CC.1.2.11-12.J (Advanced) Acquire and use accurately general academic and domain-specific words and phrases,sufficient for reading, writing, speaking, and listening at the college- and career-readinesslevel; demonstrate independence in gathering vocabulary knowledge when considering aword or phrase important to comprehension or expression.

CC.1.2.11-12.K (Advanced) Determine or clarify the meaning of unknown and multiple-meaning words and phrasesbased on grade-level reading and content, choosing flexibly from a range of strategies andtools.

CC.1.2.11-12.L (Advanced) Read and comprehend literary non-fiction and informational text on grade level, readingindependently and proficiently.

CC.1.3.11-12.A (Advanced) Determine and analyze the relationship between two or more themes or central ideas of atext, including the development and interaction of the themes; provide an objectivesummary of the text.


CC.1.3.11-12.F (Advanced) Evaluate how words and phrases shape meaning and tone in texts. CC.1.3.11-12.H (Advanced) Demonstrate knowledge of foundational works of literature that reflect a variety of genres

in the respective major periods of literature, including how two or more texts from thesame period treat similar themes or topics.

CC.1.3.11-12.K (Advanced) Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.11-12.A (Advanced) Write informative/ explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately.

CC.1.4.11-12.B (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.D (Advanced) Organize complex ideas, concepts, and information so that each new element builds on that

which precedes it to create a whole; use appropriate and varied transitions and syntax tolink the major sections of the text; provide a concluding statement or section that supportsthe information presented; include formatting when useful to aiding comprehension.

CC.1.4.11-12.E (Advanced) Write with an awareness of the stylistic aspects of composition. CC.1.4.11-12.F (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English

grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.11-12.H (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.R (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English


CC.1.4.11-12.S (Advanced) Draw evidence from literary or informational texts to support analysis, reflection, andresearch, applying grade-level reading standards for literature and literary nonfiction.

CC.1.4.11-12.T (Advanced) Develop and strengthen writing as needed by planning, revising, editing, rewriting, ortrying a new approach, focusing on addressing what is most significant for a specific

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purpose and audience.CC.1.4.11-12.V (Advanced) 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 whenappropriate; synthesize multiple sources on the subject, demonstrating understanding ofthe subject under investigation.

CC.1.4.11-12.W (Advanced) Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in termsof the task, purpose, and audience; integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarism and overreliance on any one source andfollowing a standard format for citation.

CC.1.4.11-12.X (Advanced) Write routinely over extended time frames (time for research, reflection, and revision) andshorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,purposes, and audiences.

CC.1.5.11-12.A (Advanced) Initiate and participate effectively in a range of collaborative discussions on grade-leveltopics, texts, and issues, building on others’ ideas and expressing their own clearly andpersuasively.

CC.1.5.11-12.B (Advanced) Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affectthe credibility of an argument through the author’s stance, premises, links among ideas,word choice, points of emphasis, and tone.



American literature is a broad label that encompasses thedevelopment of a relatively young yet complex country. EarlyAmerican literature focuses on themes dealing with Wilderness,Community, and Individualism. [UPDATE THIS]

One purpose of expository writing is to analyze the decisions authorsmust make when crafting literature.

Weaving research into one's own writing strengthen the claims anauthor makes.






How can research help a writer improve his or her writing?

Concepts:Students will know...

NOTESPoint of ViewAutobiography/Author’sPurposeDictionHumorIronyRhyme SchemeNarrative poetryVocabulary andRoot workindustry

transportation

rural

objective

realistic

pragmatism

Competencies (including Transfer goals):Students will be ableto independently use their learning to...

The students will be able to acquire and identify the significance ofnew vocabulary in context.



The students will write an essay that makes a connection between twotexts or between the characteristics of a genre and a text.

of 32

lamentation

forum

unflinchingVocab

etiquette

deference

dictum

summarily

apprised

ineffableVocab

benevolent

deficient

fervent

opposition

consternationintolerableVocab

consecrate

hallow

virtuous

anarchyVocab

transient

prodigious

eminence

garrulous

conjectured

monotonous

interminableVocab

conjectural

unwonted

appendage

conflagration

peremptorily

Vocab

shares

pervading

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levee

emigrants

profusion

foothold

prairie

forded

ravine

Vocab

forestall

repression

elusive

tumultuously

Vocab

guile

myriad

Word Analysis:Latin root –genus-

Stage Two - Assessment Evidence

Performance Tasks/Products/ProjectsSmall/Large Group discussionsWriting: Essay analyzing an author's use of a stylistic device or figurative languageResearch TaskJournal EntriesLiterary Analysis / Critical Reading responsesPoetry Exercise


Stage Three - Learning PlanLearning Activities:Unit 3 – Division,Reconciliation,and Expansion


Read Snapshot,Background, andEQ p462-473(1day)

industry

transportation

rural

objective

realistic

pragmatism

JE: Respond tosomething in theintro

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lamentation

forum

unflinchingPart 1 -

“An Occurrenceat Owl CreekBridge” byAmbrose Biercep478

and

“Horseman in theSky” (2 days)

Analyzing theStory’s Pattern ofOrganizationAnnotationrefresher

Point of View Vocab

etiquette

deference

dictum

summarily

apprised

ineffable

Connection to EQ

Writing: CriticalEssay on a StylisticDevice p 491

Or in Horseman?

ST

FrederickDouglass – MyBondage and myFreedom pg518-527 (2 days)

Setting a Purpose Autobiography/Author’sPurpose

Vocab

benevolent

deficient

fervent

opposition

consternationintolerable

“The GettysburgAddress” byLincoln and“Letter to HisSon” by Leep536-543 (3days)

Apply backgroundknowledge

Diction Vocab

consecrate

hallow

virtuous

anarchy

Part 2

Twain p565-

Clarify and Interpret Humor Vocab

transient

prodigious

eminence

garrulous

conjectured

monotonous

interminable

Misplaced/Danglingmodifiers

ST

“To Build a Fire”by Jack Londonp594-611 (3days)

Using introductoryphrases and clausesto vary sentencestructure

Vocab

conjectural

unwonted

appendage

conflagration

peremptorily

“Heading West”and “I Will FightNo More Forever”

Analyzing Implicitand ExplicitAssumptions and

Vocab

shares

Research Task (5days-optional)

ST

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by Chief Josephp614-623

(2 days)

Beliefs

Primary Sourcespervading

levee

emigrants

profusion

foothold

prairie

forded

ravine

Part 3

“The Story of anHour” Chopinp626-633 (2days)

AnalyzePhilosophicalArgument

Irony Vocab

forestall

repression

elusive

tumultuously

Connection to theEQ

Writing:Reflective Essay

ST

Paul LaurenceDunbar “WeWear the Mask”(p638) comparedto EdwinArlingtonRobinson’s“Richard Cory”(644) p634-649(1day)

Analyze the effect ofthe historical period

Rhyme SchemeNarrative poetry

Vocab

guile

myriad

Word Analysis:Latin root –genus-

Vocab Quiz Materials and Resources:Pearson American Literature series

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Unit: Unit 4: Disillusion, Defiance, and Discontent: Literature of the Modern Age (1914-1945)Subject: Language Arts


Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):




One purpose of argumentative writing is to argue for one'sinterpretation of an author's work or claim.






Concepts:Students will know...NOTESDramatic MonologueImagismAllegory Satire, ToneAuthor’s StyleAuthor’s Style ResolutionArchetypeApostropheBlank Verse Speaker AutobiographyVocabulary andRoot workDevelopment

metropolis

anonymity

disillusion

awareness

cultural

consciousness

indirect

breadth Vocab




The students will write an essay that explores their understanding of aquotation about literature.

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tedious

insidious

digress

malingers

meticulous

obtuseVocab

voluminous

dogma

apparitionWord Analysis:Latin root pro-

Vocab

dispersal

plodding

embankment

franticVocab

migrant

exposures

huddled

stoutWord Analysis:Greek root -psych-

Vocab

conduct

psychology

sensibleVocab

sowed

reapedVocab

detached

disgrace

resignVocab

Relevant “Vietnam”vocabWord Analysis:Latin prefix –in

Vocab

encroached

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vanquished

vindicated

circumvent

virulent

inextricable Vocab

grave

limber

persistent

obstinate Vocab

brutal

wanton

cunning

SentenceCompletionWord Analysis:Latin root –lum-

Vocab

poise

rueful

luminary Vocab

lulled

dusky

liberty

Connotation andDenotation: Wordsfor FreedomVocab

handiwork

heritage

rituals

effigiesVocab

brazenness

caper

duration

exalted

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Vocab: Using NewWords

QuizStage Two - Assessment Evidence

Performance Tasks/Products/ProjectsSmall/Large Group discussionsWriting: Essay making and supporting a claim regarding a quote about literatureResearch TaskJournal EntriesLiterary Analysis / Critical Reading responsesPoetry Exercise


Stage Three - Learning PlanLearning Activities:Unit 4 –Disillusion,Defiance, andDiscontent


Read Snapshot,Background, andEQ p690-701(1day)

Development

metropolis

anonymity

disillusion

awareness

cultural

consciousness

indirect

breadth

JE: RESPOND TOEQ:

What identitiesemerged fromAmerican Literatureby 1945? Which ofthese identitiescould fit closest toyour personality?

“The Love Songof J. AlfredPrufrock” p706-712 (3 days)

Adjust yourReading Rate

Dramatic Monologue Vocab

tedious

insidious

digress

malingers

meticulous

obtuse

Connection to EQ ST

The ImagistPoets p716-727(3days)

Engaging yourSenses

Imagism Vocab

voluminous

dogma

apparition

Connection to EQ

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“The Turtle” fromthe Grapes ofWrath

p756-763 (1day)

Analyze Patters ofSymbolism

Allegory Word Analysis:Latin root pro-

Vocab

dispersal

plodding

embankment

frantic

“Migrant Mother”and “DustbowlBlues” p766-771(1 day)

Vocab

migrant

exposures

huddled

stout

Critical reading Research Task

“The UnknownCitizen” p772-777 (1day)

Structure Related toMeaning

Satire, Tone Word Analysis:Greek root -psych-

Vocab

conduct

psychology

sensible

E.E. Cummings

p778-783 (1 day)

Paraphrase Author’s Style Vocab

sowed

reaped

Writing: Poet’sIntro for Cummingsor another AmericanPoet so far

ST

Part 2

“In AnotherCountry” byErnestHemingwayp798-807 (3days)

“Indian Camp”"A Clean, WellLighted Place"

Strategies forReading ShortStories

Identifying withCharacters

Author’s Style Vocab

detached

disgrace

resign

Writing: Essay onStyle

Or making a claimabout Hemingway's“Iceberg” theoryessay

ST

Tim O’Brien –“Ambush” p 808-813 (1 day) and “Speaking ofCourage” (2days)

Vocab

Relevant “Vietnam”vocab

“A Rose forEmily” and“Nobel PrizeAcceptanceSpeech”

p814-829 (3days)

Clarify Ambiguity Resolution Word Analysis:Latin prefix –in

Vocab

encroached

vanquished

vindicated

circumvent

virulent

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inextricable

“A Worn Path” byEudora Welty

P846-857 (2days)

GenerateQuestions/MakePredictions

Archetype Vocab

grave

limber

persistent

obstinate

Connecting to EQ

Carl Sandburgpoetry

866-871 (1 day)

Evaluate the Effectsof Repetition

Apostrophe Vocab

brutal

wanton

cunning

SentenceCompletion

Writing: AnalyticalEssay (OPTIONAL)

Robert Frost’spoetry

“Out, Out—“ 872-887

(2days)

Read poetry inSentences

Blank Verse Word Analysis:Latin root –lum-

Vocab

poise

rueful

luminary

Writing: CriticalEssay – make aclaim using “Out,Out” as a basis

Part 3

Hughes’s Poetry

p900-909

(1 day)

Apply a CriticalPerspective

Speaker Vocab

lulled

dusky

liberty

Connotation andDenotation: Wordsfor Freedom

Grammar:

Pronoun/Antecedentagreement

“Study theMasters” and“For My Children”p914-919

(1 day)

Comparing Poetryfor Cultural Identity

Vocab

handiwork

heritage

rituals

effigies

Dust Tracks on aRoad excerpt

p928-937 (2days)

Analyze the Effectof the Author’sPurpose

Autobiography Vocab

brazenness

caper

duration

exalted

Connection to theEQ

Writing: ReflectiveEssay

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Vocab: Using NewWords

QuizMaterials and Resources:Pearson American Literature series

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Unit: Unit 5: Prosperity and Protest: Literature of the Postwar Era (1945-1970)Subject: Language Arts


Established Goals (State and Common Core Standards, Assessment Anchors, and Eligible Content):STATE: PA Core Standards (2014)CC.1.2.11-12.A (Advanced) Determine and analyze the relationship between two or more central ideas of a text,

including the development and interaction of the central ideas; provide an objectivesummary of the text.


CC.1.2.11-12.C (Advanced) Analyze the interaction and development of a complex set of ideas, sequence of events, orspecific individuals over the course of the text.

CC.1.2.11-12.D (Advanced) Evaluate how an author’s point of view or purpose shapes the content and style of a text. CC.1.2.11-12.E (Advanced) 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, andengaging.

CC.1.2.11-12.G (Advanced) Integrate and evaluate multiple sources of information presented in different media orformats (e.g., visually, quantitatively) as well as in words in order to address a question orsolve a problem.

CC.1.2.11-12.H (Advanced) Analyze seminal texts based upon reasoning, premises, purposes, and arguments. CC.1.2.11-12.I (Advanced) Analyze foundational U.S. and world documents of historical, political, and literary

significance for their themes, purposes, and rhetorical features.


CC.1.2.11-12.K (Advanced) Determine or clarify the meaning of unknown and multiple-meaning words and phrasesbased on grade-level reading and content, choosing flexibly from a range of strategies andtools.

CC.1.2.11-12.L (Advanced) Read and comprehend literary non-fiction and informational text on grade level, readingindependently and proficiently.

CC.1.3.11-12.A (Advanced) Determine and analyze the relationship between two or more themes or central ideas of atext, including the development and interaction of the themes; provide an objectivesummary of the text.

CC.1.3.11-12.G (Advanced) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or liveproduction of a play or recorded novel or poetry), evaluating how each version interpretsthe source text. (Include at least one play by Shakespeare and one play by an Americandramatist.)


CC.1.3.11-12.K (Advanced) Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.4.11-12.A (Advanced) Write informative/ explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately.

CC.1.4.11-12.B (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.F (Advanced) Demonstrate a grade-appropriate command of the conventions of standard English


CC.1.4.11-12.G (Advanced) Write arguments to support claims in an analysis of substantive topics. CC.1.4.11-12.H (Advanced) Write with a sharp, distinct focus identifying topic, task, and audience. CC.1.4.11-12.I (Advanced) Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and

counterclaims fairly and thoroughly, supplying the most relevant evidence for each whilepointing out the strengths and limitations of both in a manner that anticipates theaudience’s knowledge level, concerns, values, and possible biases.

CC.1.4.11-12.K (Advanced) Write with an awareness of the stylistic aspects of composition. CC.1.4.11-12.Q (Advanced) Write with an awareness of the stylistic aspects of writing. CC.1.4.11-12.U (Advanced) Use technology, including the Internet, to produce, publish, and update individual or shared

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writing products in response to ongoing feedback, including new arguments andinformation.

CC.1.4.11-12.V (Advanced) Conduct short as well as more sustained research projects to answer a question (including aself-generated question) or solve a problem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on the subject, demonstrating understanding ofthe subject under investigation.

CC.1.4.11-12.W (Advanced) Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in termsof the task, purpose, and audience; integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarism and overreliance on any one source andfollowing a standard format for citation.

CC.1.5.11-12.B (Advanced) Evaluate how the speaker’s perspective, reasoning, and use of evidence and rhetoric affectthe credibility of an argument through the author’s stance, premises, links among ideas,word choice, points of emphasis, and tone.

CC.1.5.11-12.D (Advanced) Present information, findings, and supporting evidence, conveying a clear and distinctperspective; organization, development, substance, and style are appropriate to purpose,audience, and task.

CC.1.5.11-12.E (Advanced) Adapt speech to a variety of contexts and tasks. CC.1.5.11-12.F (Advanced) Make strategic use of digital media in presentations to add interest and enhance

understanding of findings, reasoning, and evidence.

CC.1.5.11-12.G (Advanced) Demonstrate command of the conventions of standard English when speaking based onGrades 11–12 level and content.

Big Ideas: Students will understand that:

There is a distinct connection between literature and geography.



Political cartoons and letters to the editor both serve importantfunctions in American society.


Essential Questions:

What is the relationship between literature and place?




Concepts:Students will know...

NOTES:Implicit ThemeEditorialGrotesque charactersand characterizationPlotExtended MetaphorSetting/SymbolRhetorical DevicesPlot and DramaticExpositionConflict and BiblicalAllusionsCharacterization andIronyTragedy and Allegory

Vocab

international




The students will write an analysis of a political cartoon and produceone of their own.

The students will produce a letter to the editor or business letter.

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diplomacy

protest

prosperity

rebellion

avant-garde

cityscape

underground

suburbs

Vocab

Evacuated

Volition

Rendezvous

Incessant

convivial

Military Words fromOther LanguagesVocab

civilian

license

undertaking

canvass

collective

expenditures

estimates

receipts

Vocab

desolate

listed

ominous

ravenous

morose

Word Analysis:Latin Root – sol-

Context CluesVocab

Word Analysis:Latin Root – litera-

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Context CluesVocab

absurdity

realist

tautVocab

latent

engrossed

jubilant

superficial

perdition

Word Analysis:Latin prefix superVocab

alliance

invective

adversary

eradicate

flagrant

profundity

Word Analysis:Latin root –vert- or–vers-Word Analysis:Latin root –grat-Word Analysis:Greek suffix –logyWord Analysis:legal terms

Using resources tobuild vocabWord Analysis:words from myths

Stage Two - Assessment EvidencePerformance Tasks/Products/ProjectsSmall/Large Group discussionsWriting: Analyze and Create a Political Cartoon/Research TaskJournal EntriesLiterary Analysis / Critical Reading responsesPoetry Exercise Letter Writing Exercise


Stage Three - Learning PlanLearning Activities:Unit 5 – Prosperity Reading Strategies Literary Analysis Vocabulary Grammar/Writing Assessment

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and ProtestRead Snapshot,Background, andEQ p966-(1 day)

Vocab

international

diplomacy

protest

prosperity

rebellion

avant-garde

cityscape

underground

suburbs

JE: Of the rolesAmerican writersplayed at the time,which one wouldyou relate to most—why?

Part 1

from Hiroshimaand “Death of aBall Turret Gunner”

p982-999 (2 days)

Analyzing PoliticalAssumptions

Implicit Theme Vocab

Evacuated

Volition

Rendezvous

Incessant

convivial

Military Words fromOther Languages

Connecting to theEQ

Analyzing PoliticalCartoons / Adswith posters andDr. Seuss

1000-1007

w/Propagandastudy andethos/pathos/logos

(3 days)

Evaluate thePersuasive use ofSymbols

Editorial Vocab

civilian

license

undertaking

canvass

collective

expenditures

estimates

receipts

Timed Writing:responding to theEQ

Time Writing:Analyze AND Createa political cartoon

Part 2

“The Live You SaveMay Be Your Own”by FlanneryO’Connor

P1010-1025

(4 days)

DrawingConclusions

Grotesque charactersand characterization

Vocab

desolate

listed

ominous

ravenous

morose

Word Analysis:Latin Root – sol-

Context Clues

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“2BR02B” andSlaughterhouseFive excerpt byKurt Vonnegut, Jr.

(2-3 days)

Summarize Plot Vocab

Word Analysis:Latin Root – litera-

Context Clues

Connecting to theEQ

“Constantly RiskingAbsurdity” andother poems byLawrenceFerlinghetti andBeat Poetry p1041-1045(2days)

Visualizing theAction

Extended Metaphor Vocab

absurdity

realist

taut

Writing: Poemusing an extendedMetaphor

Part 3

“The Rockpile” byJames Baldwin

p1080-1091

(2 days)

Identify Cause-and-Effect Relationship

Setting/Symbol Vocab

latent

engrossed

jubilant

superficial

perdition

Word Analysis:Latin prefix super

Avoiding Shifts inVerb Tense

Grammar in yourWriting

Kennedy/King

p1102-1113

Identify Main Ideasand SupportingDetails

Rhetorical Devices Vocab

alliance

invective

adversary

eradicate

flagrant

profundity

Word Analysis:Latin root –vert- or–vers-

Using Active, notPassive, Voice

Writing: Letter tothe Editor/Business

The Crucible, Act 1 Identifying TextStructures

Plot and DramaticExposition

Word Analysis:Latin root –grat-

Connecting to theEQ

The Crucible, Act 2 Making Predictions Conflict and BiblicalAllusions

Word Analysis:Greek suffix –logy

The Crucible, Act 3 Evaluate Arguments Characterization andIrony

Word Analysis:legal terms

Using resources tobuild vocab

The Crucible, Act 4 Evaluate theInfluences of theHistorical Period

Tragedy and Allegory Word Analysis:words from myths

Avoiding SentenceFragments and Run-ons

Grammar in YourWriting

Writing: Literarycriticism onUniversal Theme(OPTIONAL)

Materials and Resources:Pearson American Literature series

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