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AMERICAN LITERATURE

TM

Table of Contents

Perspectives

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UNIT

Small-Group learninG

EXPOSITORY NONFICTION

from america’s Constitution: a BiographyAkhil Reed Amar . . . . . . . . . . . . . . . . . .73

MEDIA: GRAPHIC NOVEL

from The united States Constitution: a Graphic adaptationJonathan Hennessey and Aaron McConnell . . . . . . . . . . . . . . . . . . . . . .83

AUTOBIOGRAPHY

from The interesting narrative of the life of olaudah equianoOlaudah Equiano . . . . . . . . . . . . . . . . . . . .93

LETTER | BIOGRAPHY

letter to John adamsAbigail Adams . . . . . . . . . . . . . . . . . . . . . 104

from Dear abigail: The intimate lives and revolutionary ideas of abigail adams and Her Two remarkable SistersDiane Jacobs . . . . . . . . . . . . . . . . . . . . . . 107

SPEECH

Gettysburg addressAbraham Lincoln . . . . . . . . . . . . . . . . . . . 120

Writing Freedom1

uniT inTroDuCTion

UNIT ACTIVITY AND VIDEO . . . . . . . . . . . 2

LAUNCH TEXT: ARGUMENT MODEL

Totally Free? . . . . . . . . . . . . . . . . . . . . . . . 6

WHole-ClaSS learninG

HISTORICAL PERSPECTIVES

Focus Period: 1750–1800 A New Nation . . . . . . . . . . . . . . . . . . . . . . .12

ANCHOR TEXT: FOUNDATIONAL DOCUMENT

Declaration of independenceThomas Jefferson . . . . . . . . . . . . . . . . . . . .18

MEDIA CONNECTION: President John F. Kennedy reads the Declaration of Independence

ANCHOR TEXT: FOUNDATIONAL DOCUMENTS

preamble to the ConstitutionGouverneur MorrisBill of rights James Madison . . . . . . . . . . . . . . . . . . . . .31

ANCHOR TEXT: SPEECH

Speech in the ConventionBenjamin Franklin . . . . . . . . . . . . . . . . . . . .42

MEDIA CONNECTION: The U.S. Constitution

MEDIA: IMAGE GALLERY

The american revolution: Visual propaganda . . . . . . . . . . . . . . . . . .53

PERFORMANCE TASk

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . .60

PERFORMANCE TASk

SPEAKING AND LISTENING FOCUS

Present an Argument . . . . . . . . . . . . . 126

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Words That Shaped a nation

VOLUME ONE

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Each unit focuses on an engaging topic related to the Essential Question.

Teachers lead the shared reading experience, providing modeling and support, as students begin exploring perspectives on the unit topic.

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SCAN FOR MULTIMEDIA

Use the BouncePage app whenever you see “Scan for Multimedia” to access:

• Unit Introduction Videos

• Media Selections/Media Enrichment

• Modeling Videos

• Selection Audio Recordings

Additional digital resources can be found in:

• Interactive Student Edition

• myPerspectives+

essential question: What is the meaning of freedom?

Independent LearnIng

ESSAY

from democracy Is not a Spectator SportArthur Blaustein with Helen Matatov

SPEECH

reflections on the Bicentennial of the United States ConstitutionThurgood Marshall

POETRY COLLECTION

Speech to the Young Speech to the progress-towardGwendolyn Brooksthe Fish Elizabeth Bishop

SHORT STORY

the pedestrian Ray Bradbury

POLITICAL DOCUMENT

from the Iroquois ConstitutionDekanawidah, translated by Arthur C. Parker

ARGUMENT

from Common SenseThomas Paine

These selections can be accessed via the Interactive Student Edition.

perFormanCe-BaSed aSSeSSment

argument: essay and Video Commentary . . . . . . . . 134

UnIt reFLeCtIon

reflect on the Unit . . . . . . . . . . . . . . . . . 137

PERfORMANCE-bASED ASSESSMENT PREP

Review Evidence for an Argument . . . 133

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An Essential Question frames all unit activities and discussions.

All unit activities are backwards-designed to the Performance-Based Assessment.

UNIT

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2 Survival

UNIT INTRODUCTION

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . . 2


The Cost of SurvivalTheo Tucker . . . . . . . . . . . . . . . . . . . . . . . . 6

WHOLE-CLASS LEARNING

ANCHOR TEXT: SHORT STORY

The Seventh ManHaruki Murakami . . . . . . . . . . . . . . . . . . . .12

ANCHOR TEXT: OPINION PIECE

The Moral Logic of Survivor GuiltNancy Sherman . . . . . . . . . . . . . . . . . . . . .32

MEDIA: PODCAST

The Key to Disaster Survival? Friends and NeighborsShankar Vedantam . . . . . . . . . . . . . . . . . . .32

SMALL-GROUP LEARNING

NARRATIVE NONFICTION

The Voyage of the James Caird from The EnduranceCaroline Alexander . . . . . . . . . . . . . . . .58

MEDIA: PHOTO GALLERY

The Endurance and the James Caird in ImagesFrank Hurley . . . . . . . . . . . . . . . . . . . . .74

NOVEL EXCERPT

from Life of PiYann Martel . . . . . . . . . . . . . . . . . . . . . . . .82

ARGUMENT

The Value of a Sherpa LifeGrayson Schaffer . . . . . . . . . . . . . . . . . . . .96

POETRY

I Am Offering This PoemJimmy Santiago Baca . . . . . . . . . . . . . . . . 106

The WriterRichard Wilbur . . . . . . . . . . . . . . . . . . . . . 108

Hugging the JukeboxNaomi Shihab Nye . . . . . . . . . . . . . . . . . . 110

PERFORMANCE TASK

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . .48

PERFORMANCE TASK



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vi GRADE 9

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UNIT

unit intRODuCtiOn

UNIT aCTIVITY aND VIDEO . . . . . . . . . 138

LaUNCh TExT: NaRRaTIVE MODEL

from up From SlaveryBooker T. Washington . . . . . . . . . . . . . . . .142

whOle-ClaSS leaRning

hISTORICaL PERSPECTIVES

Focus Period: 1800–1870 An American Identity . . . . . . . . . . . . . . . . 148

aNChOR TExT: ESSaY | POETRY COLLECTIONfrom the Preface to the 1855 edition of Leaves of Grass | from Song of Myself | i hear america Singing | On the Beach at night alone | america Walt Whitman . . . . . . . . . . . . . . . . . . . . . . . . . 154

aNChOR TExT: POETRY COLLECTIONthe Soul selects her own Society – | the Soul unto itself | Fame is a fickle food | they shut me up in Prose – | there is a solitude of space | i heard a Fly buzz – when i died – | i'm nobody! who are you? Emily Dickinson . .172

MEDIa: RaDIO BROaDCaST

from emily Dickinsonfrom great livesBBC Radio 4 . . . . . . . . . . . . . . . . . . . . 187

SMall-gROuP leaRning

PhILOSOPhICaL WRITING

from nature | from Self-RelianceRalph Waldo Emerson . . . . . . . . . . . . . . . 205

PhILOSOPhICaL WRITING

from walden | from Civil DisobedienceHenry David Thoreau . . . . . . . . . . . . . . . . 215

MEDIa: PUBLIC DOCUMENTS

innovators and their inventions . . . . . . 231

POETRY

the love Song of J. alfred PrufrockT. S. Eliot . . . . . . . . . . . . . . . . . . . . . . . . . 238

ShORT STORY

a wagner MatinéeWilla Cather . . . . . . . . . . . . . . . . . . . . . . . 249

PERfORMaNCE TaSk

WRITING FOCUS

Write a Personal Narrative . . . . . . . . . 192

PERfORMaNCE TaSk


Present a Personal Narrative . . . . . . . . 262

the individual and Society2

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Fitting in, or Standing Out?

VOLUME ONE

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Students encounter diverse perspectives on the unit topic, working in collaborative teams.

The Launch Text introduces a perspective on the unit topic.

Teachers lead the shared reading experience, providing modeling and support, as students begin exploring perspectives on the unit topic.

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• Media Selections/Media Enrichments

• Modeling Videos




• myPerspectives+


NEWS ARTICLE

Sweet Land of . . . Conformity?Claude Fischer

LITERARY CRITICISM

reckless geniusGalway Kinnell

SHORT STORY

HamadiNaomi Shihab Nye

SHORT STORY

Young goodman BrownNathaniel Hawthorne


performanCe-BaSed aSSeSSment

narrative: personal narrative and Storytelling Session . . . . . . . . . . . . . . . . 270

UnIt refLeCtIon


PERfORMANCE-bASEd ASSESSMENT PREP

Review Evidence for a Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . 269

essential question: What role does individualism play in american society?

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Students self-select a text to explore an aspect of the unit topic and share their learning with the class.

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UNIT


SPEECH

ain’t i a Woman?Sojourner Truth. . . . . . . . . . . . . . . . . . . . . 331

PUBLIC DOCUMENT

Declaration of SentimentsElizabeth Cady Stanton . . . . . . . . . . . . 339

MEDIA: PODCAST

Giving Women the VoteSandra Sleight-Brennan . . . . . . . . . . . 347

SHORT STORY

The Story of an HourKate Chopin . . . . . . . . . . . . . . . . . . . . . . . 353

LEGAL OPINION

Brown v. Board of education: opinion of the CourtEarl Warren . . . . . . . . . . . . . . . . . . . . . 361

MAGAzINE ARTICLE

Was Brown v. Board a Failure?Sarah Garland . . . . . . . . . . . . . . . . . . . 371

power, protest, and Change3

uniT inTroDuCTion

UNIT ACTIVITY AND VIDEO . . . . . . . . . 274

LAUNCH TExT: INFORMATIVE MODEL

The Zigzag road to rights . . . . . . . . . . . 278



Focus Period: 1850–1890 Civil War and Social Change . . . . . . . . . . . . 284

ANCHOR TExT: SPEECH

from What to the Slave is the Fourth of July?Frederick Douglass . . . . . . . . . . . . . . . . . . 289

ANCHOR TExT: SPEECH

Second inaugural addressAbraham Lincoln . . . . . . . . . . . . . . . . . . . 301

MEDIA: IMAGE GALLERY

perspectives on lincoln . . . . . . . . . . . . . 311

PERFORMANCE TASk

WRITING FOCUS

Write an Informative Essay . . . . . . . . . 318

PERFORMANCE TASk


Hold a Panel Discussion . . . . . . . . . . . 380

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a Spirit of reform

VOLUME ONE

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The Launch Text models the mode of writing that will be at the core of the Performance-Based Assessment.

Performance Tasks build toward and prepare students for the Unit Performance-Based Assessment.

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essential question: in what ways does the struggle for freedom change with history?


Poetry CoLLeCtIoN 1

I, too | the negro Speaks of rivers | refugee in america | dream VariationsLangston Hughes

Poetry CoLLeCtIoN 2

douglass Paul Laurence Dunbarthe Fifth Fact Sarah BrowningWho Burns for the perfection of paperMartín Espada

HIStory

from the Warmth of Other SunsIsabel Wilkerson

eSSay

What a Factory Can teach a HousewifeIda Tarbell

PerSUaSIVe eSSay

from Books as Bombs Louis Menand

MeDIa: PoDCaSt

a Balance Between nature and nurtureGloria Steinem


perFOrmanCe-BaSed aSSeSSment

Informational text: essay and podcast . . . . . . . . . . . . . . . . . 388

UnIt reFLeCtIOn


PerforMaNCe-baSeD aSSeSSMeNt PreP

Review Evidence for an Informative Essay . . . . . . . . . . . . . . . . 387

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Students pull together their notes, evidence, completed activities, and Performance Tasks to prepare for the Performance-Based Assessment.

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UNIT

UNIT INTRODUCTION

UNIT ACTIVITY . . . . . . . . . . . . . . . . . . . 00


Romeo and Juliet: A Tragedy? Or Just a Tragic Misunderstanding?Olivia Dasha . . . . . . . . . . . . . . . . . . . . . . . .00

WHOLE-CLASS LEARNING

ANCHOR TEXT: DRAMA

The Tragedy of Romeo and JulietWilliam Shakespeare . . . . . . . . . . . . . . .00

MEDIA: AUDIO PERFORMANCE

The Tragedy of Romeo and JulietLos Angeles Theatre Works . . . . . . . . .00

SHORT STORY

Pyramus and ThisbeOvid . . . . . . . . . . . . . . . . . . . . . . . . . . .00

SMALL-GROUP LEARNING

LITERARY CRITICISM

Romeo and Juliet Is a Terrible PlayAlyssa Rosenberg . . . . . . . . . . . . . . . . . . . .00

In Defense of Romeo and Juliet: It’s Not Childish, It’s *About* ChildishnessNoah Berlatsky . . . . . . . . . . . . . . . . . . . . . .00

JOURNALISM

Twenty Years On: The Unfinished Lives of Sarajevo’s Romeo and JulietGordana Sandic-Hadzihasanovic . . . . . .00

MEDIA: NEWSCAST

Tragic Romeo and Juliet Offers Bosnia HopeNic Robertson . . . . . . . . . . . . . . . . . . . .00

PERFORMANCE TASK

WRITING FOCUS

Write a Critical Review . . . . . . . . . . . . .00

PERFORMANCE TASK


Present a Claim and Summary . . . . . . .00

Star-Crossed Romances4

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UNIT


LITERARY CRITICISM

a literature of placeBarry Lopez . . . . . . . . . . . . . . . . . . . . . 463

MEdIA: FINE ART gALLERY

american regional art . . . . . . . . . . . 473

AUTOBIOgRAPHY

from Dust Tracks on a roadZora Neale Hurston . . . . . . . . . . . . . . . . . 481

POETRY COLLECTION 1

Chicago | WildernessCarl Sandburg . . . . . . . . . . . . . . . . . . . 494

MEDIA CONNECTION: Carl Sandburg Reads "Wilderness"

MEdIA: PHOTO gALLERY

Sandburg’s Chicago . . . . . . . . . . . . . 503

POETRY COLLECTION 2

in the longhouse, oneida museumRoberta Hill . . . . . . . . . . . . . . . . . . . . . 512

Cloudy DayJimmy Santiago Baca . . . . . . . . . . . . . 514

MEMOIR

introduction from The Way to rainy mountain N. Scott Momaday . . . . . . 520

Grit and Grandeur4

uniT inTroDuCTion

UNIT ACTIVITY ANd VIdEO . . . . . . . . . 392

LAUNCH TExT: ExPLANATORY MOdEL

planning Your Trip to Gold Country . . . 396

Whole-ClaSS learninG


Focus Period: 1880–1920 Bright Horizons, Challenging Realities . . 402

ANCHOR TExT: MEMOIR

from life on the mississippiMark Twain . . . . . . . . . . . . . . . . . . . . . 408

MEDIA CONNECTION: Mark Twain and Tom Sawyer

ANCHOR TExT: SHORT STORY

The notorious Jumping Frog of Calaveras CountyMark Twain . . . . . . . . . . . . . . . . . . . . . 419


a White heronSarah Orne Jewett . . . . . . . . . . . . . . . . . . 433

PERFORMANCE TASk

WRITING FOCUS

Write an Explanatory Essay . . . . . . . . . 450

PERFORMANCE TASk


Give an Explanatory Talk . . . . . . . . . . . 532

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The importance of place

VOLUME TwO

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Comparing a text and media version of classic literature deepens the learning experience and develops critical skills.

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essential question: What is the relationship between literature and place?


SHORT STORY

the rockpileJames Baldwin

POETRY

the Latin deli: an ars poeticaJudith Ortiz Cofer

ESSAY

Untying the KnotAnnie Dillard

POETRY cOllEcTiOn 3

the Wood-pile | BirchesRobert Frost


performance-Based assessment

explanatory text: essay and oral presentation . . . . . . . . . 540

UnIt refLectIon


PERfORmAncE-bASEd ASSESSmEnT PREP

Review Evidence for an Explanatory Essay . . . . . . . . . . . . . 539

xiii


Access multimedia resources directly from print by using your mobile or tablet device.

A rich array of media selections engage students in multi-modal learning.

Digital resources, including editable worksheets, can be found in myPerspectives+.

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AUTOBIOGRAPHY

from Farewell to manzanarJeanne Wakatsuki Houston and James D. Houston . . . . . . . . . . . . 705

MEDIA: VIDEO

interview With George TakeiArchive of American Television . . . . . . 717

SHORT STORY

antojosJulia Alvarez . . . . . . . . . . . . . . . . . . . . . . . 723

Facing our Fears5

uniT inTroDuCTion


LAUNCH TExT: ARGUMENT MODEL

is it Foolish to Fear? . . . . . . . . . . . . . . . . 548

Whole-ClaSS learninG


Focus Period: 1920–1960 Times of Trouble . . . . . . . . . . . . . . . . . . . . . . 554

ANCHOR TExT: DRAMA

The CrucibleArthur Milleract i . . . . . . . . . . . . . . . . . . . . . . . . . . 562

act ii . . . . . . . . . . . . . . . . . . . . . . . . . 601

act iii . . . . . . . . . . . . . . . . . . . . . . . . . 629

act iV . . . . . . . . . . . . . . . . . . . . . . . . . 661

MEDIA: AUDIO PERFORMANCE

The CrucibleL.A. Theatre Works . . . . . . . . . . . . . . . 686

PERFORMANCE TASk

WRITING FOCUS

Write an Argument . . . . . . . . . . . . . . . 692

PERFORMANCE TASk



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Victims and Victors

VOLUME TwO

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Comparing classic literature to other media brings relevance and engagement to the classroom.

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essential question: How do we respond when challenged by fear?


MAGAZINE WRITING

What You don’t Know Can Kill YouJason Daley

POETRY

runagate runagateRobert Hayden

POETRY COLLECTION

1-800-FearJody GladdingBears at raspberry timeHayden CarruthFor Black Women Who are afraidToi Derricotte

ESSAY

What are You So afraid Of?Akiko Busch


perFOrmanCe-BaSed aSSeSSment

argument: essay and Speech . . . . . . . . . . . . . . . . . . 746

UnIt reFLeCtIOn


PERfORMANCE-bASEd ASSESSMENT PREP

Review Evidence for an Argument . . . 745

xv


Unit Reflection allows students to revisit learning goals and review skills and content learned.

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UNIT


LITERARY HISTORY

a Brief History of the Short StoryD. F. McCourt . . . . . . . . . . . . . . . . . . . . . . 821

SHORT STORY

an occurrence at owl Creek BridgeAmbrose Bierce . . . . . . . . . . . . . . . . . 829

SHORT STORY

The Jilting of Granny WeatherallKatherine Anne Porter . . . . . . . . . . . . 843

ordinary lives, extraordinary Tales6

uniT inTroDuCTion


LAUNCH TExT: NARRATIVE MODEL

old man at the BridgeErnest Hemingway . . . . . . . . . . . . . . . . . . 754



Focus Period: 1950–Present A Fast-Changing Society . . . . . . . . . . . . . 760


everyday useAlice Walker . . . . . . . . . . . . . . . . . . . . . . . 765

MEDIA CONNECTION: Alice Walker's "Everyday Use"


everything Stuck to HimRaymond Carver . . . . . . . . . . . . . . . . . . . . 781


The leapLouise Erdrich . . . . . . . . . . . . . . . . . . . . . . 795

PERfORMANCE TASk

WRITING FOCUS

Write a Narrative . . . . . . . . . . . . . . . . . 808

PERfORMANCE TASk


Present a Narrative . . . . . . . . . . . . . . . 858

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The american Short Story

VOLUME TwO

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essential question: What do stories reveal about the human condition?


SHORT STORY

the tell-tale HeartEdgar Allan Poe

SHORT STORY

the Man to Send rain CloudsLeslie Marmon Silko

SHORT STORY

ambushTim O’Brien

SHORT STORY

HousepaintingLan Samantha Chang


perforManCe-baSed aSSeSSMent

narrative: Short Story and Storytelling Session . . . . . . . . . . . . . . . . 866

UnIt refLeCtIon


PeRfORmance-baSed aSSeSSmenT PReP

Review Notes for a Narrative . . . . . . . 865

xvii


Pacing Guide: Unit Supplement

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Performance Task

1UNIT

Words That Shaped a Nation

Writing Freedom

LIT17_TE011_U01_VOP.indd 3 16-04-22 4:43 PM

TEACHING WITH TRADE BOOKS

Introduce Whole-Class Learning

Unit Introduction

The American Revolution:

Visual Propaganda

Preamble to the Constitution

Franklin’s Speech in the ConventionDeclaration of Independence

TRADE BOOKS

Uncle Tom’s Cabin: Chapters 1–24

The Federalist Papers: Chapters 1–45

The Legend of Sleepy Hollow and Other Stories: Chapters 1–30

UNIT 1: Words That Shaped a Nation

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of words that shaped a nation, touching upon many of the ideas found within the unit selections.

Depending on your objectives for the unit, as well as your students’ needs, you may choose to integrate the trade book into the unit in several ways, including:

•Supplementtheunit Form literature circles and have the students read one of the trade books throughout the course of the unit as a supplement to the selections and activities.

•Substituteforunitselections If you replace unit selections with a trade book, review the standards taught with those selections. Teacher Resources that provide practice with all standards are available.

•ExtendIndependentLearning Extend the unit by replacing independent reading selections with one of these trade books.

•Pacing However you choose to integrate trade books, the Pacing Guide below offers suggestions for aligning the trade books with this unit.

Trade Book Lesson PlansTrade book lesson plans for Uncle Tom’s Cabin, The Federalist Papers, and The Legend of Sleepy Hollow and Other Stories are available online in myPerspectives+.

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16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Performance-Based Assessment

Independent Learning

Performance TaskLetter to John Adams • Dear Abigail

from The Interesting Narrative of the Life of Olaudah Equiano

from The United States Constitution: A Graphic Adaptation

from America’s Constitution: A Biography

Introduce Independent Learning

TRADE BOOKS




TRADE BOOKS




Suggested Trade Books

Uncle Tom’s CabinHarriet Beecher StoweLexile: 1050

Among the best-selling books of the 19th century, this novel portrays the hardships of slavery in America. It is often cited as one of the reasons for the rise of the Abolitionist movement leading up to the Civil War.

Connection to Essential QuestionStowe finds good not only in freedom, but also in the kindness and faith that allow people to endure until they are free. As freedom is a goal for many characters throughout the novel, the Essential Question: What is the difference between seeing and knowing? is central to the text.

The Federalist Papers James MadisonLexile: 1450

A series of essays by three Founding Fathers argues for the ratification of the Constitution.

Connection to Essential QuestionThese documents are foundational to our democracy; some of the most influential concern how to make a government “free” rather than tyrannical. The writers directly grapple with the Essential Question: What is the difference between seeing and knowing?

The Legend of Sleepy Hollow and Other StoriesWashington IrvingLexile: 1380

This classic and imaginative short story collection is set during colonial times.

Connection to Essential QuestionA number of Irving’s stories concern supernatural events rooted in the American Revolutionary War, a period in which the Essential Question: What is the difference between seeing and knowing? came to the fore.

Introduce Small-Group Learning

The Gettysburg Address


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2UNIT

Fitting In, or Standing Out?

The Individual and Society




Performance Task

Unit Introduction

Media: from Emily DickinsonThe Poetry of Emily DickinsonThe Writing of Walt Whitman

Historical Perspectives

TRADE BOOKS

The Jungle: Chapters 1–16

On the Duty of Civil Disobedience: Section 1

Ethan Frome: Chapters 1–5

UNIT 2: The Individual and Society

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topics of the individual and society, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Jungle, On the Duty of Civil Disobedience, and Ethan Frome are available online in myPerspectives+.

T40

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30



Performance Task

The Love Song of J. Alfred Prufrock A Wagner Matinée

Media: Innovators and Their Inventionsfrom Walden •

from Civil Disobedience

from Nature • from Self Reliance


TRADE BOOKS



Ethan Frome: Chapter 10

TRADE BOOKS



Ethan Frome: Chapters 6–9


The Jungle Upton SinclairLexile: 1170

This text tells the story of an immigrant family in Chicago and the terrible abuses of labor in the meatpacking industry at the time.

Connection to Essential QuestionThe Jungle is a call for more socialist policies as a counterbalance to the suffering caused by factory owners’ greed and corruption. In this way, the novel perhaps takes a more negative perspective on the Essential Question: What role does individualism play in American society?

On the Duty of Civil Disobedience Henry David ThoreauLexile: 1340

Thoreau argues that citizens have a moral responsibility not to cooperate with the government, on the grounds that doing so would make them complicit in the spread of slavery.

Connection to Essential QuestionThis essay is famous for laying the underpinnings of the civil rights movement’s tactics. Thoreau argued for individual resistance, not just group resistance, and went to jail for it. As a major text in American culture, it offers insight into the roots of the Essential Question: What role does individualism play in American society?

Ethan FromeEdith WhartonLexile: 820–1200

A man and his wife’s cousin fall in love with each other; both are torn between their desires and their responsibilities.

Connection to Essential QuestionThe plot of Ethan Frome focuses on conflicts between individualism and social obligations, directly attempting to answer the Essential Question: What role does individualism play in American society?



1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3UNIT

A Spirit of Reform

Power, Protest, and Change

LIT17_TE011_U03_VOP.indd 3 16-04-07 10:12 AM



Performance Task

Unit Introduction

Media: Perspectives on LincolnSecond Inaugural Address

What to the Slave Is the Fourth of July?

Literature and Culture: Civil War and Expanding Frontiers

TRADE BOOKS

I Am Malala: Chapters 1–12

Black Boy: Chapters 1–10

A Separate Peace: Chapters 1–7

UNIT 3: Power, Protest, and Change

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topics of power, protest, and change. They touch upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for I Am Malala, Black Boy, and A Separate Peace are available online in myPerspectives+.

T42

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30



Performance Task

Brown v. Board of Education: Opinion of the Court

Was “Brown v. Board” a Failure?

Media: Giving Women the Vote

The Story of an Hour

Declaration of Sentiments

Ain’t I a Woman?



TRADE BOOKS



A Separate Peace: Chapter 13

TRADE BOOKS



A Separate Peace: Chapters 8–12


I Am MalalaMalala YousafzaiLexile: 1000

A girl who campaigns for education faces intimidation and then attempted murder. She miraculously survives and recovers to continue her advocacy.

Connection to Essential QuestionEqual access to education in Pakistan has been an issue for decades. But the recent tension and violence was unprecedented, giving rise to the Essential Question: In what ways does the struggle for freedom change with history?

Black BoyRichard WrightLexile: 950

A boy grows up, becomes a man, and follows his conscience amid violence and dishonesty.

Connection to Essential QuestionWright looks for freedom in different ways, including education, moving north, and getting involved in politics. He is initially enamored with communism, but decides the Communist Party is harmful despite its good intentions. Wright’s experience is relevant to the Essential Question: In what ways does the struggle for freedom change with history?

A Separate PeaceJohn KnowlesLexile: 1110

Rivalry and a serious injury test two young men’s friendship.

Connection to Essential QuestionThe teenagers have a lot of freedom during the summer, but this is a temporary respite from the war that they may have to fight. Time constrains freedom here—as the young men get older, they get closer and closer to enlisting. Their experience provides another angle on the Essential Question: In what ways does the struggle for freedom change with history?


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

4UNIT

The Importance of Place

Grit and Grandeur

LIT17_TE011_U04_VOP.indd 3 4/22/16 3:38 PM



Performance Task

Unit Introduction from Life on the Mississippi

The Notorious Jumping Frog of Calaveras County A White Heron

Focus Period: 1880–1920 Bright Horizons, Challenging Realities

TRADE BOOKS

The Grapes of Wrath: Chapters 1–15

A Tale of Two Cities: Volume 1

Dubliners: Chapters 1–8

UNIT 4: Grit and Grandeur

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topics of grit and grandeur, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Grapes of Wrath, A Tale of Two Cities, and Dubliners are available online in myPerspectives+.

T44

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30



Performance Task

Poetry Collection 1

Media: Sandburg’s Chicago

Poetry Collection 2from Dust Tracks on a Road

A Literature of Place • Media: American Regional Art



TRADE BOOKS





The Grapes of WrathJohn SteinbeckLexile: 680

Drought forces a farm family from their home during the Great Depression, and they travel seeking work.

Connection to Essential QuestionSteinbeck vividly portrays the conditions of the Dust Bowl, from devastated crops to the migrant labor camps of California. The novel shows the effects of these conditions on his characters, giving insight into the Essential Question: What is the relationship between literature and place?

A Tale of Two CitiesCharles DickensLexile: 460–1130

Dickens follows a colorful cast of characters in Paris and London in the lead-up to the French Revolution.

Connection to Essential QuestionThe novel famously opens with a set of dualistic images to set the “best of times....worst of times” contrast. The dualism at the heart of the book reveals how different the conditions for the aristocrats are compared to those of the poor. Geography and time are key to the plot and this novel sheds important light on the Essential Question: What is the relationship between literature and place?

DublinersJames JoyceLexile: 900

This series of stories features residents of Dublin across social classes who experience life-changing revelations.

Connection to Essential QuestionThe city of Dublin is as much a character as any of the speaking roles, raising the Essential Question: What is the relationship between literature and place? Joyce illustrates the spirit of change and revolution during the most optimistic years of Irish nationalism.

TRADE BOOKS





1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

5UNIT

Victims and Victors

Facing Our Fears




Performance Task

Unit Introduction

Media: Audio Performance, The CrucibleThe Crucible

Focus Period: 1920–1960, Times of Trouble

TRADE BOOKS

The Red Badge of Courage: Chapters 1–12

The Devil in the White City: Parts 1–2

Heart of Darkness and The Secret Sharer: Part 1 of each text

UNIT 5: Facing Our Fears

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of facing our fears, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Red Badge of Courage, The Devil in the White City, and Heart of Darkness and the Secret Sharer are available online in myPerspectives+.

T46

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30



Performance Task

Media: Interview with George Takei Antojosfrom Farewell to Manzanar




The Red Badge of CourageStephen CraneLexile: 660–900

A soldier in the Civil War runs in fear from battle, then tries to make his way back to the front.

Connection to Essential QuestionUnlike most earlier war stories, the protagonist’s emotions in this text receive more attention than what happens around him, making it provide special insight into the Essential Question: How do we respond when challenged by fear? The story revolves around Henry’s shame and efforts to make up for his earlier cowardice.

The Devil in the White City Erik LarsonLexile: 1170

At the 1893 World’s Fair, two men have recently completed great projects: the architect behind most of the Fair’s buildings—and a serial murderer who built a hotel nearby.

Connection to Essential QuestionFear comes in two forms in this book: the mundane, everyday fear of failure that Burnham fought as he organized the massive fair, and the horror evoked by Holmes’s ghoulish crimes. Both relate to the Essential Question: How do we respond when challenged by fear?

Heart of Darkness and The Secret SharerJoseph ConradLexile: 1020–1320

A man voyages downriver to meet an ivory trader in the heart of the Belgian Congo, and encounters the full horrors of colonialism.

Connection to Essential QuestionThe brutality of imperialism caused Kurtz to descend into wild cruelty, and causes Marlow to flee back to Europe—the horrors of the Belgian Congo create extreme reactions in answer to the Essential Question: How do we respond when challenged by fear?

TRADE BOOKS


The Devil in the White City: Part 3

Heart of Darkness and The Secret Sharer: Part 2 of each text

TRADE BOOKS


The Devil in the White City: Part 4

Heart of Darkness: Part 3


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

6UNIT

The American Short Story

Ordinary Lives, Extraordinary Tales

LIT17_TE011_U06_VOP.indd 3 25/04/16 4:41 PM



Performance Task

Unit Introduction

TRADE BOOKS

The Help: Chapters 1–18

The Glass Castle: Chapters 1–2

Of Mice and Men: Chapters 1–3

The LeapEveryday Use Everything Stuck to Him

UNIT 6: Ordinary Lives: Extraordinary Tales

Integrating Trade Books with myPerspectivesThese titles provide students with another perspective on the topic of ordinary lives and extraordinary tales, touching upon many of the ideas found within the unit selections.






Trade Book Lesson PlansTrade book lesson plans for The Help, The Glass Castle, and Of Mice and Men are available online in myPerspectives+.

T48

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30




Performance Task

The Jilting of Granny Weatherall

An Occurrence at Owl Creek Bridge

A Brief History of the Short Story


The HelpKathryn StockettLexile: 730

A group of women in 1960s Mississippi become friends and write a book exposing terrible labor conditions among African American housekeepers.

Connection to Essential QuestionThis novel focuses on a friendship forged to help reveal the indignity that housekeepers endured. The work required to gather details for the groundbreaking, dangerous book and the friendships that develop in this challenging work combine to provide an angle on the Essential Question: What do stories reveal about the human condition?

The Glass Castle Jeannette WallsLexile: 1010

A memoir describes a young woman’s unconventional childhood.

Connection to Essential QuestionWalls portrays her family life movingly, notably in how she and her siblings saw nothing wrong until later in life. In attempting to portray her life’s story, Walls provides insight into the Essential Question: What do stories reveal about the human condition?

Of Mice and Men John SteinbeckLexile: 630

Two migrant workers in the Great Depression try to make a better life and run into trouble.

Connection to Essential QuestionCharacters with good and kind intent cause tragedy through misunderstandings. This classic fable sheds light on the Essential Question: What do stories reveal about the human condition?


TRADE BOOKS


The Glass Castle: Chapters 3–4

Of Mice and Men: Chapters 4–5

TRADE BOOKS


The Glass Castle: Chapter 5

Of Mice and Men: Chapter 6

1 I GRADE 11 CURRICULUM MAP NOTE: Information/Content Provided Subject to Change. Standards RL covered with all readings but may not be indicated on the chart.

Grade 11 Curriculum Map


GRADE 11, UNIT 1 : Writing FreedomINTRODUCTION Day 1 Unit Video: Boston Tea Party

Discuss It: In what ways is the concept of “no taxation without representation” central to America’s identity as a nation?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: Totally Free? (Lexile 1140L)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 HISTORICAL PERSPECTIVES Focus Period: 1750–1800 A New Nation Anchor Text (Foundational Document): Declaration of Independence by Thomas Jefferson Anchor Text (Foundational Documents): Preamble to the Constitution by Gouverneur Morris Bill of Rights by James Madison Anchor Text (Speech): Speech in the Convention by Benjamin Franklin MEDIA (IMAGE GALLERY): The American Revolution: Visual Propaganda

Performance‐Based Assessment Task Mode: Argumentative Essay Prompt: Which statement do you find most compelling for Americans today: the Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence? Language Development: Conventions Standards: W.2.a‐f, W.4, W.5, W.10, L.1, L.1.c

Whole‐Class LearningStrategies:

Listen Actively Clarify by asking

questions Monitor

Understanding Interact and

Share ideas

Essential Question What is the meaning of Freedom?

Unit Goals:TG p. 4

Read a variety of texts to gain the knowledge and insight needed to write about American freedoms. RI.10

Expand Knowledge and use of academic and concept vocabulary. RI.4

Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim. W.1

Conduct research projects of various lengths to explore a topic and clarify meaning W.7

Note differences in language style over time and in various contexts. L.1.a

Establish a writing “voice.” L.1 Correctly use parallelism and verb tenses to convey

meaning and enrich your writing and presentations. L.2 Collaborate with your team to build on the ideas of others,

develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5

Standards CoveredReading Literary RL.1

Reading Informational TextRI.1, RI.5, RI.5.a, RL.6, RI.7, RI.8. RI.9, RI.10

Speaking & ListeningSL.1.1.c, SL.3, SL.4, SL.5

Language L.1.a, L.1.b, L.2, L.3.a, L.4, L.4.b, L.4.c

WritingW.1, W.1.f, W.2.b

NOTES:

UNIT 1 Whole‐Class Learning GRADE 11 Writing Freedoms


Making Meaning Language Development Effective ExpressionDays 3‐5

Historical Perspectives Declaration of Independence: TG p. 12‐29

Close Read TG p. 18: Analyze Syntax TG: p. 19: annotate the phrases “repeated injuries” and absolute tyranny.” TG: p. 22: Identify mood RI.5, L.3.a

Analyze the TextTG p. 24

Make inferences

Interpret Generalize Historical

perspectives Answer the

essential question

RL.1

Analyze Craft and Structure TG p. 25 Argumentation: Argument Persuasive appeals Appeals to Emotion Charged language Appeals to Logic Appeals to Authority RI.8, RI.9

ConceptVocabulary and Word Study TG p. 26 Words convey ideas about power and rights unalienable constrains tyranny assent acquiesce rectitude Latin root: ‐rect‐ L.1.b, L.3.a, L.4.c

Conventions:TG p. 27 Changes in Syntax and Usage Syntax Usage Formality L.1.a

Writing to Sources: TG p. 28 Editorial W.1

Speaking and Listening: TG p. 29 Class Discussion SL.1.c

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection



Preamble to the Constitution Bill of Rights: TG p. 30‐39

Close Read TG p. 31: annotate every noun I can find. Some of these are union, justice, and tranquility. TG p. 32: Mark the adjectives that appear Amendment VI. RI.3


Analyze Connect Paraphrase Historical

perspective Answer the

Essential Question

RI.5,RI.5.a, RI.9

Analyze Craft and Structure TG p. 35 Author’s choices: Structure RI.5.a, RI.9

Concept Vocabulary and Word Study TG p. 36 Words that suggest legal limitations or remedies exercise abridging petition redress infringed prescribed Multiple‐meaning words L.4, L.4.c

Conventions and Style TG p. 37 Punctuation for Enumeration Serial comma Parallel structure L.1.a

Writing to Sources TG p. 38 Extended Definition W.2b

Speaking and Listening TG p. 39 Speech Write the Speech Deliver the Speech Evaluate Your Presentation SL.4




Speech in the Convention: TG p. 40‐51

Close Read TG p. 43: Annotate the words in italics TG p. 44: Analyzing author’s viewpoint RI.6


Draw Conclusions

Allusion Historical

perspective Extend Answer the

Essential Question

RI.1, RI.9

Analyze Craft and Structure TG p. 47 Author’s Purpose: Rhetoric Rhetorical devices Paradox Concession Rhetorical questions Tone RI.5, RI.6, RI.9

Concept Vocabulary and Word Study TG p. 48 Words that are used to describe human vices and virtues infallibility, corrupted, salutary, despotism, prejudices, integrity Latin suffix: ‐ity L.4.c

Conventions and Style TG p. 49 Syntax and Rhetoric L.2, L.3.a,

Writing to Sources TG p. 50 Evaluation W.1, W.1.f

Speaking and Listening TG p. 51 Video recording Discuss the Speech Practice and Present Evaluate the Video SL.3, SL.5



Making Meaning Effective Expression NOTES: Day 12‐13

Visual Propaganda: TG p. 51‐59

Close Review TG p. 53: Analyze impact of images TG p. 54: Analyze one‐sided presentation TG p. 55: Analyze point of view with an image TG p. 56: Analyzing the purpose of an image RI.6, RI.7

Analyze the Media TG p. 58

Connect Compare and

Contrast Historical

perspective Answer

essential question

RI.5.a, TI.5, RI.7

Concept Vocabulary TG p. 58 Propaganda Appeal Symbolism RI.7

Speaking and ListeningTG p. 59 Multimedia Presentation Political infomercial Plan the Project Consider Image Choices Prepare the Script Present and Discuss SL.1, SL.4, SL.5

First Review Look: at each image and determine whom or what it portrays. Note: elements in each image that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Performance Task: Writing Focus

Days 14‐15TG p. 60‐63 Mode: Write an Argument Prompt: Which statement do you find most compelling for Americans today: the Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence? Language Development: Conventions

Standards: W.a‐f, W.4, W.5, W.7, W.8, W.9.b, W.10, L.1


UNIT 1 Small‐Group Learning GRADE 11 Writing Freedom

Introduction Day 16Expository Nonfiction: from America’s Constitution: A Biography by Akhil Reed Amar Graphic Novel: from The United States Constitution: A Graphic Adaptation by Jonathan Hennessey and Aaron McConnell Autobiography: from The Interesting Narrative of the Life of Olaudah Equiano by Olaudah Equiano Letter (Biography): Letter to John Adams by Abigail Adams from Dear Abigail: The Intimate Lives and Revolutionary Ideas of Abigail Adams and Her Two Remarkable Sisters by Diane Jacobs Speech: Gettysburg Address by Abraham Lincoln

Performance‐Based Assessment Task Present an Argument Prompt: Do narratives provide strong evidence to support arguments about American freedoms? SL.1.a‐d, SL.4, SL.6, PII.9

Small‐Group Learning Strategies:

Prepare Participate Fully Support Others Clarify

Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a

Communication Plan

Making a Schedule Working on Group Projects

Essential Question What is the meaning of Freedom?

Unit Goals:TG p. 4

Read a variety of texts to gain the knowledge and insight needed to write about American freedoms. RI.10


Write an argument that has a clear structure and that draws evidence from texts and original research to support a claim. W.1

Conduct research projects of various lengths to explore a topic and clarify meaning W.7

Note differences in language style over time and in various contexts. L.1.a

Establish a writing “voice.” L.1 Correctly use parallelism and verb tenses to

convey meaning and enrich your writing and presentations. L.2

Collaborate with your team to build on the ideas of others, develop consensus, and communicate SL.1

Integrate audio, visuals, and text in presentations SL.5

Standards CoveredReading Informational RI.3, RI.5, RI.6, RI.7, RI.9, RI.9, RI.10

Speaking & Listening SL.3, SL.4

LanguageL.1, L.1.a, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6

WritingW.1.f, W.2, W.7, W.9.b

NOTES:


Making Meaning Language Development

NOTES:

Day 17America’s Constitution? TG p. 72‐81

Close Read TG p. 76: Analyze analogies TG p. 77: Compare attitudes L.5.a


Review and Clarify

Present and Discuss

Answer the Essential Question

SL.1, SL.4

Analyze Craft and Structure TG p. 80 Author’s Choices: Rhetoric Analogy RI.6

Concept Vocabulary and Word Study TG p. 79 Words relate to groups and individuals Conclave Eminent Populist Latin suffix: ‐ist

L.4.c

Author’s StyleTG p. 81 Historical Narrative as Argument Historical Details Numerical Data Quotations RI.3, RI.5



Making Meaning Effective Expression NOTES: Days 18‐19

The United States Constitution: A Graphic Adaptation TG p. 82‐91

Close Review TG p. 83: Analyze composition TG p. 84: Interpret images TG p. 85: Interpret images TG p. 86: Analyze text boxes TG p. 87: Compare images

Analyze the MediaTG p. 89

Present and Discuss Review and Synthesize Essential Question

SL.1, SL.4

Media VocabularyTG p. 89 Layout Speech balloon Caption

L.6

Writing to Compare: TG p. 90‐91 Informative Essay RI.7, W.2, W.5, W.9.b

First Review Look: at each panel and determine whom or what it portrays. Note: elements that you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check and writing a brief summary of the selection



The Interesting Narrative of the Life of Olaudah Equiano: TG p. 92‐101

Close Read TG p. 95: Finding the main idea


Review and Clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 99 Literary Nonfiction Persuasive Purpose slave narrative emotional appeals RI.6

Concept Vocabulary and Word Study TG p. 98 Words reflect the horrific situation in which the captives found themselves loathsome, wretched, dejected Latin root: ‐ject‐

L.4.c, L.6

Conventions and StyleTG p. 100 Eighteenth Century Narrative Style L.1.a

Writing to SourcesTG p. 101 Argument Literary review Letter Advertisement SL.1a‐d, W.1, W.1.f

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check and write a brief summary of the selection



Effective Expression

Days 22‐24 Letters to John Adams from Dear Abigail: TG p. 102‐117

Close Read TG p. 104: Making inferences TG p. 105: Infer author’s beliefs TG p. 108: Make inferences TG p. 110: Make inferences TG p. 111: Make inferences TG p. 112: Make inferences RI.1, RI.9


Review and Clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 115 Primary and Secondary Sources RI.9

Concept Vocabulary and Word Study TG p. 114 Words are about oppression and rebellion vassals, foment, dissented Word families

L.4.b

Author’s StyleTG p. 116 Voice Diction Syntax Tone Audience Purpose RI.6

Speaking and ListeningTG p. 117 Oral presentation Dialogue Dramatic reading Public announcement SL.4

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check


Making Meaning Language Development Effective ExpressionDay 25

Gettysburg Address: TG p. 118‐125


Review and Clarify

Present and discuss


RI.9, SL.1, SL.4

Analyze Craft and Structure TG p. 123 Author’s Choices: Diction RI.6

Concept Vocabulary and Word Study TG p. 122 Words reflect the idea of showing honor Dedicate consecrate hallow Denotation and Connotation

L.5.b, L.6

Author’s StyleTG p. 124 Antithesis RI.6, SL.3

ResearchTG p. 125 Research report Comparison‐and‐contrast presentation Review Analysis of the historical context W.2, W.7

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages you want to revisit Connect: Ideas within the selection to what your already know and what you have already read Respond: Complete Comprehension check and write a brief summary of the selection

Small‐Group Learning Performance Task: Speaking and Listening FocusDay 26

TG p. 126‐127 Present an Argument Prompt: Do narratives provide strong evidence to support arguments about American freedoms?

Standards: SL.1.a‐d, SL.4, SL.6


Overview: Independent Learning Day 28

TG p. 128‐129, 130A‐130F, 130‐133 Select and read a story from selections available online

from Democracy Is Not a Spectator Sport BY Arthur Blaustein with Helen Matatov Reflections on the Bicentennial of the United States Constitution by Thurgood Marshall Speech to the Young Speech to the Progress‐Toward by Gwendolyn Brooks The Fish by Elizabeth Bishop The Pedestrian by Ray Bradbury from the Iroquois Constitution Dekanawidah, translated by Arthur C. Parker ARGUMENT from Common Sense Thomas Paine

Standards: RL.10, RI.10

End‐of‐Unit Performance‐Based Assessment

Days 29‐30TG p. 134‐136 Mode: Review Evidence for an Argument Writing Prompt: What are the most effective tools for establishing and preserving freedom? Speaking and Listening Outcome: Video commentary

Standards: W.1.a‐e, W.9, W.10, SL.4


GRADE 11, UNIT 2 : The Individual and SocietyINTRODUCTION Day 1 Unit Video: Richard Blanco Reads

“One Today” Discuss It: This poem, read by its author at President Barack Obama’s 2013 inaugural, praises America as a society of individuals. How do the details of the poem present individual Americans? What connections among individuals does Blanco see?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Personal Narrative Launch Text: from Up From Slavery (Lexile 1090)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Historical Perspectives Focus Period: 1800–1870 An American Identity Anchor Text (Essay/Poetry): The Writing of Walt Whitman by Walt Whitman Anchor Text (Poetry Collection): The Poetry of Emily Dickinson by Emily Dickinson MEDIA (RADIO BROADCAST): from Emily Dickinson from Great Lives BBC Radio 4

Performance‐Based Assessment Task Mode: Write a Personal Narrative Prompt: How has my personal experience shaped my view of individualism? Do I see it as a guiding principle, something to be avoided, or a combination of both?Language Development: Style W.3.a‐e; W.10, L.3

Whole‐Class Learning Strategies:


questions Monitor

Understanding Interact and Share

ideas

Essential Question What role does individualism play in American society?

Unit Goals:TG p. 128

Read a variety of texts to gain the knowledge and insight needed to write about individualism. RL.8, RL.8


Write a personal narrative that establishes a clear point of view and uses a variety of narrative techniques to develop a personal experience. W.3

Conduct research projects of various lengths to explore a topic and clarify meaning. W.7

Make effective style choices regarding diction and sentence variety. L.1

Correctly use concrete, compound nouns. L.1.a Collaborate with your team to build on the ideas of others,


Standards Covered

Reading Literary Text RL.1, RL.4, RL.5, RL.7, RL.9, RL.10

Reading Informational Text RI.10

Speaking & Listening SL.1.c, SL.3, SL.6

Language L.4,b, L.4.c, L.4.d

WritingW.3, W.3.d, W.3.e, W.9, W.9.a

NOTES:


UNIT 2 Whole‐Class Learning GRADE 11 The Individual and Society Making Meaning Language Development Effective Expression

Days 3‐7The Writing of Walt Whitman: TG p. 152‐169

Close Read TG p. 155: notice and mark words that relate to death and rebirth. TG p. 157: look for sentences that end with a question mark. TG p. 159: look for details in section 51 that indicate the speaker is using direct address. TG p. 160: will review each line to find all the kinds of workers that Whitman mentions. TG p. 161: Identify the theme TG p. 162: Using punctuation RL.2


Interpret Summarize Historical

perspective Answer

Essential Question

Analyze Craft and Structure TG p. 165 Poetic Structures Epic theme Free Verse Anaphora Catalogue RL.5, RL.9

Concept Vocabulary and Word Study TG p. 166 Words are used to describe abundance ampler, vast, prolific, teeming, breadth, multitudes Latin Combining Form multi‐

RL.4, L.4.b

Conventions and Style TG p. 167 Diction Variety of types of words Onomatopoeia Words in pairs L.4.d

Writing toSources TG p. 168 Narrative account Sensory language W.3, W.3.d, W.3e

Speaking and Listening TG p. 169 Oral interpretation SL.1, SL.6

First Read Notice: new information or ideas you learn about the unit topic as you first read this text. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check



The Poetry of Emily Dickenson: TG p. 170‐185

Close Read TG p. 172: Interpret personification TG p. 173: Understand theme TG p. 175: Interpret Metaphors TG p. 176: highlight the details that describe different types of solitude in lines 1–3. TG p. 177: Analyze sensory details RL.2, RL.4, L.5.a


Interpret Contrast Answer the

Essential Question

Analyze Craft and Structure TG p. 181 Poetic Structure and Style Exact rhyme Slant rhyme Paradox RL.4, RL.5

Concept Vocabulary and Word Study TG p. 182 Words are used to discuss the power of nations emperor, imperial, treason, sovereign, captivity Word Derivations

RL.4, L.4.b, L.4.c

Conventions and Style TG p. 183 Parts of Speech Abstract noun Concrete noun L.4

Writing toSources: TG p. 184

Blog Post RL.7, W.3, W.3.d

Speaking and Listening: TG p. 185 Discussion SL.1.c, SL.6

First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check



From Emily Dickenson: TG p. 186‐191

Close Review TG p. 187: Analyze evidence RL.5


Connect Analyze Synthesize Historical perspective Answer the Essential

Question RL.7

Media Vocabulary TG p. 189 Host Interview Commentary

Writing toCompare TG p. 190 Compare‐and‐Contrast Essay Interpretation RL.7, W.5, W.9, W.9.a, SL.3

First Review LISTEN: note who is speaking, what they’re saying, and how they’re saying it. NOTE: elements that you find interesting and want to revisit. Connect: details in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check

Performance Task: Writing Focus Days 14‐15

TG p. 192‐199 Write Personal Narrative Prompt: How has my personal experience shaped my view of individualism? Do I see it as a guiding principle, something to be avoided, or a combination of both? Language Development: Create Cohesion: Style

Standards: W.3.a‐e, W.5, W.6, W.10, L.1


UNIT 2 Small‐Group Learning GRADE 11 The Individual and Society

Introduction Day 16Philosophical Writing: from Nature from Self‐Reliance by Ralph Waldo Emerson Philosophical Writing: from Walden from Civil Disobedience by Henry David Thoreau Media (Public Documents): Innovators and Their Inventions Poetry: The Love Song of J. Alfred Prufrock by T. S. Eliot Short Story: A Wagner Matinée By Willa Cather

Performance‐Based Assessment Task Speaking and Listening Focus: Present a Personal Narrative Prompt: When is it difficult to march to the beat of a “different drummer” and stand on your own as an individual? What are the risks and rewards of nonconformity? SL.1.b, SL.12.3, SL.4



Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group5) Create a

Communication Plan


Essential Question What role does individualism play in American society?


Read a variety of texts to gain the knowledge and insight needed to write about individualism. RL.8, RL.8


Write a personal narrative that establishes a clear point of view and uses a variety of narrative techniques to develop a personal experience. W.3


Make effective style choices regarding diction and sentence variety. L.1

Correctly use concrete, compound nouns. L.1.a



Standards CoveredReading Literary Text

RL.3, RL.4, RL.5, RL.6, RL.10

Reading Informational Text RI.1, RI.2, RI.5, RI.7, RI.6, RI.10

Speaking & Listening SL.1.b, SL.1.c, SL.1.d, SL.4.b, SL.5

Language L.1, L.2.a, L.3, L.3.a, L.4.a, L.4.b, L.4.c, L.5.a, L.6

WritingW.2, W.3, W.5, W.7

NOTES:




Days 17‐18from Nature from Self‐Reliance TG p. 204‐213

Close Read TG p. 206: Analyze Descriptions TG p. 208: Determine main ideas RI.2


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 211 Development of Ideas Essay Philosophical vision Setting the Scene Re‐envisioning the Ordinary Re‐defining Words Finding Limits RI.2

Concept Vocabulary and Word Study TG p. 210 Words relate to the concept of faith sanctity, transcendent, redeemers Latin Root: ‐sanct‐ L.4.c

Conventions and Style TG p. 212 Sentence Variety Independent clauses Subordinate (or dependent) clauses L.3

Writing to SourcesTG p. 213 Story Element Story element Setting Character Dialogue W.3, L.3, L.3.a

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection




Day 19‐20from Walden from Civil Disobedience: TG p. 214‐229

Close Read TG p. 217:Infer key ideas TG p. 219: Analyze figurative language TG p. 218: Identify figurative language TG p. 223: Examine an argument TG p. 224: Connect to essential question RI.2, RI.4, RI.8


Review and clarify

Present and discuss


SL.1,SL.4

Analyze Craft and Structure TG p. 227 Author's Point of View: Philosophical assumptions Explicit Implicit RL.1

Concept Vocabulary and Word Study TG p. 226 Words enhance Thoreau’s messages about simplicity vs. complexity and nonconformity vs. conformity superfluous vital sufficed Latin prefix: super‐ L.4.b

Conventions and Style TG p. 228 Author’s Style: Conversational Style: Style Conversational style Diction Word choice Figures of speech Analogy Direct address of the reader Brief anecdotes Pithy statements RL.6

Speaking and ListeningTG p. 229 Discussion List Response Prosecution Defense SL.1.b‐d



Making Meaning Effective Expression NOTES: Day 21

Innovators and Their Inventions: TG p. 230‐235

Close Review TG p. 231: Analyze public documents TG p. 232: Analyzing public documents


Present and discuss Review and synthesize Answer the Essential Question

SL.1, SL.4

Media Vocabulary TG p. 234 specifications cross‐section figure

L.6

Speaking and Listening:TG p. 235 Speech SL.4.b

First Review LOOK: at each image and determine whom or what it portrays. NOTE: elements in each image that you find interesting and want to revisit. Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check



The Love Song of J. Alfred Prufrock: TG p. 236‐247

Close Read TG p. 239 Analyze an internal dialogue TG p. 241: Analyze literary allusion TG p. 242: Interpret tone RL.4


Review and clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 245 Poetic Structure dramatic monologue Speaker Point of view RL.5, RL.6

Concept Vocabulary and Word Study TG p. 244 Words relate to negative traits tedious indecisions digress Latin prefix: di‐ / dis‐

L.4.b

Conventions and StylesTG p. 246 Compound Nouns: Closed compound Hyphenated compound L.1., L.2

Writing to SourcesTG p. 247 Writing to Sources: Digital presentation Slide show Oral recitation and discussion Filmed oral response SL.4, SL.5, SL.6




A Wagner Matinee: TG p. 248‐261

Close Read TG p. 249 Analyze a narrator TG p. 251: Analyze descriptive details TG p. 254: Analyze flashback TG p. 256: Analyze imagery TG p. 240: Analyze rhetorical devices

RL.4, RL.5


Review and clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 259 Author’s Choices: Character Development Characterization Direct characterization Indirect characterization First‐person point of view RL.3

Concept Vocabulary and Word Study TG p. 258 Words are all related to music overture, motifs, prelude Word derivations

L.4.c

Conventions and StyleTG p. 260 Figurative Language Simile Metaphor Hyperbole RL.4, L.5.a

Writing to SourcesTG p. 261 Research Report Comparison and contrast How‐to essay Problem‐solution letter W.2 W.7

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection Small‐Group Learning Performance Task: Speaking and Listening Focus

Day 26TG p. 262‐263 Present a Personal Narrative Prompt: When is it difficult to march to the beat of a “different drummer” and stand on your own as an individual? What are the risks and rewards of nonconformity?

Standards: SL.1.b, SL.3, SL.4, SL.5, SL.6


Overview: Independent Learning Day 27‐28

TG p. 264‐265, 266A‐266d, 266‐269 Select and read a story from selections available online

Sweet Land of . . . Conformity? by Claude Fischer Reckless Genius by Galway Kinnell Hamadi by Naomi Shihab Nye Young Goodman Brown by Nathaniel Hawthorne



Days 29‐30TG p. 269‐271 Review Evidence for a Personal Narrative Writing Prompt: What significant incident helped me realize that I am a unique individual? Speaking and Listening: Storytelling

Standards: W.3.a‐e, W.4, W.10, SL.4, SL.6


GRADE 11, UNIT 3 : Power, Protest, and ChangeINTRODUCTION Day 1 Unit Video: Civil Rights Marches

Discuss It: Perhaps more than any other country, the United States was founded on dreams people had of shaping the society in which they lived. What were some of those dreams?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Informative essay Launch Text: The Zigzag Road to Rights (Lexile 1160L)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 HISTORICAL PERSPECTIVES Focus Period: 1850–1890 Civil War and Social Change Anchor Text (Speech): from What to the Slave Is the Fourth of July? By Frederick Douglass Anchor Text (Speech): Second Inaugural Address by Abraham Lincoln Media (Image Gallery): Perspectives on Lincoln

Performance‐Based Assessment Task Write an Informative Essay Prompt: Did the nation achieve the goals that Douglass and Lincoln desired? Language Development: Conventions: Syntax: Sentence Patterns W.2.a‐f, W.5, W.7, L.2.c, L.3



questions Monitor


ideas

Essential Question In what ways does the struggle for freedom change with history?


Read and analyze a variety of texts to gain the knowledge and insight needed to write about the struggle for freedom. RL.8, RI.8


Write informative essay that has a clear structure and that draws evidence from texts and original research. W.2


Use appropriate and varied sentence structures to create cohesion and clarify relationships. L.1




RL.1 Reading Informational RI.1, RI.2, RI.5, RI.5, RI.5.a, RI.6, RI.7, RI.8, RI.9, RI.10

Speaking & Listening SL.2, SL.3, SL.5

LanguageL.1, L.3, L.4.c, L.5.b, L.6

WritingW.2, W.2.e, W.3

NOTES:


UNIT 3 Whole‐Class Learning GRADE 11 Power, Protest, and Change Making Meaning Language Development Effective Expression

Days 3‐8from What to the Slave Is the Fourth of July?: TG p. 288‐299

Close Read TG p. 289: Analyze rhetorical devices TG p. 290: notice and mark two examples of parallelism. TG p. 291: Analyze arguments TG p. 292: note and mark words that suggest how strongly Douglass feels. RI.8, L.1.a, L.5.a

Analyze the TextTG p. 294:

Analyze Interpret Historical


Essential Question

RL.1

Analyze Craft and Structure TG p. 295 Argumentative Structure Argument Claim Counterclaims RI.1, RI.5, RI.8

Concept Vocabulary and Word Study TG p. 296 Words help reveal the nature of the debate over slavery obdurate, stolid, disparity, denounce, equivocate, conceded Latin Root –pac‐

L.3, L.4.c

Conventions and Style TG p. 297 Types of Phrases: Noun phrase Verb phrase L.1

Writing to SourcesTG p. 298 Informative Paragraph W.2, W.2.e

Speaking and Listening TG p. 299 Dramatic reading Tone SL.3, SL.4

First Read Notice: The general idea of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



Second Inaugural Address: TG p. 300‐309

Close Read TG p. 301: look for and mark the sentence that states the government’s policy regarding the expansion of slavery.


Paraphrase Connect Infer Historical


Essential Question

RI.2, RI.9

Analyze Craft and Structure TG p. 305 Structure: Chronological structure RI.2, RI.5, RI.6, RI.9

Concept Vocabulary and Word Study TG p. 306 Words remind the audience of the terrible nature of the conflict that the nation was enduring insurgent perish rend scourge unrequited malice Synonyms and Nuances L.5.b, L.6

Conventions and Style TG p. 307 Types of phrases: Prepositional phrase L.1, L.3

Writing to SourcesTG p. 308 Informative Eyewitness Account W.2, W.3

Speaking and Listening TG p. 309 Reading and discussion SL.3, SL.4

First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check



Perspectives on Lincoln TG p. 310‐317

Close Review TG p. 311: Analyze Composition TG p. 312: Examine labeling and captions TG p. 313: Understand composition TG p. 314: Scrutinize Composition RI.5


Present and discuss Review and synthesize Answer the Essential Question

SL.1, SL.4

Media Vocabulary TG p. 316 Composition Caricature Labeling and captions RI.5.a, RI.7

Speaking and ListeningTG p. 317 Image Gallery RI.7, SL.2, SL.5

First Review Look: at each image and determine whom or what it portrays. Note: elements in each image you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check Performance Task: Writing Focus

Days 14‐15TG p. 318‐321 Write an Informative Essay Prompt: Did the nation achieve the goals that Douglass and Lincoln desired? Language Development: Conventions: Syntax: Sentence Patterns

Standards: W.2.a‐f; W.5, W.7; W.8, W.10, L.3.a


UNIT 3 Small‐Group Learning GRADE 11 Power, Protest, and Change Introduction Day 16

Speech: Ain’t I a Woman? by Sojourner Truth Public Document: Declaration of Sentiments by Elizabeth Cady Stanton Media (Podcast): Giving Women the Vote by Sandra Sleight‐Brennan Short Story: The Story of an Hour by Kate Chopin Legal Opinion: Brown v. Board of Education: Opinion of the Court by Earl Warren Magazine Article: Was Brown v. Board a Failure? By Sarah Garland

Performance‐Based Assessment Task Panel Discussion Prompt: What were the goals of these reformers? Why did they want to achieve those goals? SL.1a‐d



Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your Group 5) Create a Communication

Plan Making a Schedule Working on Group Projects

Essential Question In what ways does the struggle for freedom change with history?


Read and analyze a variety of texts to gain the knowledge and insight needed to write about the struggle for freedom. RL.8, RI.8


Write informative essay that has a clear structure and that draws evidence from texts and original research. W.2


Use appropriate and varied sentence structures to create cohesion and clarify relationships. L.1




RL.2, RL.3, RL.4, RL.5, RL.6, RL.10

Reading Informational RI.2, RI.5, RI.6, RI.7, RI.8, RI.9, RI.10

Speaking & ListeningSL.1.c, SL.2.d, SL.3

Language L.1, L.1.a, L.3, L.4.a, L.4.b, L.4.c, L.4.d, L.5.b, L.6

WritingW.2, W.9.b

NOTES:




Day 17Ain’t I a Woman? TG p. 330‐337

Close Read TG p. 332: Analyze Delivery


Review and Clarify

Present and Discuss


RI.2, RI.6, SL.1, SL.4

Analyze Craft and Structure TG p. 335 Effective Rhetoric Refrain RI.2, L.3

Concept Vocabulary and Word Study TG p. 334 Words used in colloquial or conversational—even slangy— context racket fix obliged Latin root: ‐lig‐

L.1.a, L.4.d

Author’s Style TG p. 336 Use of Words and Phrases Diction Audience RI.6, L.1.a, L.3

Writing to SourcesInformative Text TG p. 337 Biographical sketch Extended definition Cause‐and‐effect article W.2

First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection



NOTES:

Days 18‐19 Declarations of Sentiments: TG p. 338‐345

Close Read TG p. 339: Analyze Author’s tone TG p.341: Make an inference RI.1


Review and Clarify

Present and discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 344 Author’s Choices: Allusions RI.9

Concept Vocabulary and Word Study TG p. 343 Words suggest a lowly position degraded, oppressed, subordinate Latin prefix: sub‐

L.4.c

Conventions and Style TG p. 345 Types of Clauses RI.9, L.1

First Read Notice: General ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection



NOTES:

Day 20Giving Women the Vote: TG p. 346‐351

Close Review TG p. 347: Supporting Claims RI.8


Present and Discuss Synthesize Answer the Essential Question

SL.1, SL.4

Media Vocabulary TG p. 349 Frame Special elements Tone

SL.3

Writing to CompareTG p. 350‐351 Compare‐and‐Contrast Essay RI.5, RI.6, RI.7, W.2, W.5

First Review Listen: note who is speaking, what they’re saying, and how they’re saying it. Note: elements you find interesting and want to revisit Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check




Days 21‐22The Story of an Hour: TG p. 352‐359

Close Read TG p. 353: Analyze figurative language RL.4, L.5


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 357 Development of Theme Internal monologue RL.2, RL.3

Concept Vocabulary and Word Study TG p. 356 Words that describe being pushy Persistence imploring importunities Denotation/connotation

L.5.b

Conventions and Style TG p. 358 Author’s Choices: Irony Situational Irony Dramatic Irony Verbal Irony RL.3, RL.6

Speaking and Listening: TG p. 359 Group Discussion SL.1.c, SL.1.d

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection



NOTES:

Day 23Brown v Board of Education: TG p. 360‐369

Close Read TG p. 361: Making inferences TG p. 363: Infer cultural context TG p. 364: Comparing Text With Contemporary Experience RI.1


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 368 Author’s Choice: Structure Opinion Analytical argument Claim Counterclaim RI.5

Concept Vocabulary and Word Study TG p. 367 Words that refer to the activity of a court of law Plaintiffs jurisdiction disposition Technical words

L.6

Conventions and Style TG p. 369 Coordinating conjunctions RI.4, L.1, L.3





Was Brown v. Board a Failure?: TG p. 370‐379

Close Read TG p. 371: Interpret historic photographs TG p. 373: Analyzing sequence RI.3, RI.7


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 376 Author’s Choice: Structure Analytical argument Claim RI.5

Concept Vocabulary and Word Study TG p. 375 Words that suggest goals, past and present legacy mission policy Cognates

L.4.c

Conventions and Style TG p. 377 Subordinating Conjunctions Simple sentences Combined sentences L.1, L.3

Writing to CompareTG p. 378‐379 Informative Essay Comparison‐and‐contrast essay RI.5, RI.8, W.5, W.9.b



TG p. 380‐381 Panel Discussion Prompt: What were the goals of these reformers? Why did they want to achieve those goals?

Standards: SL.a, SL.4, SL.6


Overview: Independent Learning Days 27‐28


The Poetry of Langston Hughes by Langston Hughes Douglass by Paul Laurence Dunbar The Fifth Fact by Sarah Browning Who Burns for the Perfection of Paper by Martín Espada from The Warmth of Other Suns by Isabel Wilkerson What a Factory Can Teach a Housewife by Ida Tarbell from Books as Bombs by Louis Menand A Balance Between Nature and Nurture by Gloria Steinem



Days 29‐30TG p. 388‐391 Writing to Sources: Informative Essay Writing Prompt: What motivates people to struggle for change? Speaking and Listening : Podcast

Standards: W.2a‐f, W.9, W.10, SL.4, SL.6


GRADE 11, UNIT 4 : Grit and GrandeurINTRODUCTION Day 1 Unit Video: Ken Burns: Secrets of

Yellowstone National Park Discuss It: Discuss It Have you ever experienced a feeling of being changed by a place you visited? Describe what triggered the feeling.

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Explanatory Text Launch Text: Planning Your Trip to Gold Country (Lexile 1220)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 HISTORICAL PERSPECTIVES Focus Period: 1880–1920 Bright Horizons, Challenging Realities Anchor Text (Memoir): from Life on the Mississippi by Mark Twain Anchor Text (Short Story): The Notorious Jumping Frog of Calaveras by Mark Twain Anchor Text (Short Story): A White Heron by Sarah Orne Jewett

Performance‐Based Assessment Task Write an Explanatory Essay Prompt: How do American authors use regional details to make the events and themes of a narrative come to life for readers? Language Development: Style Add Variety: Vary Syntax W.9.2.a‐f, W.9.5, W.9.10, L.3.a



questions Monitor

Understanding Interact and

Share ideas

Essential Question What is the relationship between literature and place?


Read a variety of texts to gain the knowledge and insight needed to write about the importance of place. RL.10, RI.10

Expand Knowledge and use of academic and concept vocabulary RI.4

Write an explanatory text that develops a topic thoroughly and includes evidence from research. W.2, W.7, W.8


Make effective style choices, including those regarding sentence variety, figurative language, and diction. L.3, L.5

Correctly use dashes and hyphens. L.2.a Collaborate with your team to build on the ideas of others,



RL.2, RL.2, RL.5, RL.10 Reading Informational RI.2, RI.4, RI.6, RI.10

Speaking & ListeningSL.1.a‐d, SL.3, SL.4, SL.5

Language L.1.c, L.3, L.4.b, L.4.c, L.4.d, L.5, L.5.a, L.5.b

WritingW.2, W.2.a, W.2.b, W.5

NOTES:


UNIT 4 Whole‐Class Learning GRADE 11 Grit and Grandeur Making Meaning Language Development Effective Expression

Days 3‐6Historical Perspective Life on the Mississippi: TG p. 406‐417

Close Read TG p. 408: Analyze connotations TG p. 409: mark descriptive details that suggest sleepiness or languor. Mark other descriptive details that refer to noise and activity TG p. 410: Identify technical terms TG p. 411: mark the jobs that young Twain wanted to have someday. TG p. 412: mark the adjectives that describe the position and salary of a steamboat pilot. RI.4


Analyze Evaluate Historical

perspective Answer

essential question

RI.1

Analyze Craft and Structure TG p. 415 Author's Purpose Anecdotes Humorous descriptions Social commentary RI.6

Concept Vocabulary and Word Study TG p. 416 Words used to describe splendid objects or impressive people gilded grandeur exalted ornamented picturesquely eminence Anglo‐Saxon suffix: ‐esque

L.4.b, L.4.d

Author’s StyleTG p. 417 Words and phrases Diction Tone RI.4

First Read Notice: the general ideas of the text. What is it about? Who is involved?. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



Notorious Jumping Frog: TG p. 418‐431

Close Read TG p. 419: Analyze direct characterization TG p. 420: Understand regional dialect TG p. 421: Mark details in paragraph 5 that describe the mare and the way that she acts TG p. 422: mark the two skills that Smiley teaches Dan’l Webster TG p. 423: Using Italics for Emphasis TG p. 424: Mark the places in paragraph 20 where a dash (—) appears RL.3, RL.4, L.1.a, L.2


Draw conclusions

Analyze Historical

perspective Answer

essential question

RL.1

Analyze Craft and Structure TG p. 427 Point of View Frame Story Incongruity Hyperbole RL.6, L.5.a

Concept Vocabulary and Word Study TG p. 428 Words used to describe an experience with a boring, clueless person garrulous, exasperating, tedious, monotonous, interminable, buttonholed Connotation and Denotation

L.5, L.5.b

Author’s StyleTG p. 429 Impact of Word Choice Dialect Standard English Idiomatic expressions Actual Meaning RL.4

Writing to CompareTG p. 430‐431 Explanatory Text W.2, W.2.a, W.2.b, W.5

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection



White Heron: TG p. 432‐449

Close Read TG p. 433: In paragraph 1, mark four adjectives that describe the cow TG p. 434: In paragraph 4, mark two references to shade or shadows TG p. 436: mark four examples of colloquial language in Mrs. Tilley’s words TG p. 437: Investigate conflict TG p. 439: mark two adjectives that describe Sylvia and two adjectives that describe the pine tree TG p. 440: Explore figurative Language TG p. 442: Mark the exclamation and the questions in paragraph 40 RL.4, L.5.a


Analyze Interpret Synthesize Historical

perspective Answer

essential question

RL.1

Analyze Craft and Structure TG p. 445 Thematic Development Theme Imagery Symbol RL.2

Concept Vocabulary and Word Study TG p. 446 Words help describe the pace and character of rural life dilatory loitered hospitality squalor hermitage quaint Etymology

L.4.c, L.4.d

Author’s StyleTG p. 447 Sentence Variety: Interrogative sentences Exclamations L.3

Writing to Sources TG p. 448 Critical Analysis RL.5, W.1

Speaking and Listening TG p. 449 Whole‐Class Debate SL.c SL.3, SL.4, SL.5

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and writing a brief summary of the selection Performance Task: Writing Focus

Days 14‐15TG p. 450‐457 Performance‐Based Assessment Task Write an Explanatory Essay Prompt: How do American authors use regional details to make the events and themes of a narrative come to life for readers? Language Development: Style: Add Variety: Vary Syntax

W.2.a‐f, W.5, W.10, L.3.a


UNIT 4 Small‐Group Learning GRADE 11 Grit and Grandeur

Introduction Day 16Literary Criticism: A Literature of Place by Barry Lopez Media (Fine Art Gallery): American Regional Art Autobiography: from Dust Tracks on a Road Zora by Neale Hurston Poetry Collection 1: Chicago • Wilderness by Carl Sandburg Media (Photo Gallery): Sandburg’s Chicago Poetry Collection 2: In the Longhouse, Oneida Museum by Roberta Hill Cloudy Day by Jimmy Santiago Baca Memoir: Introduction from The Way to Rainy Mountain by N. Scott Momaday

Performance‐Based Assessment Task Give an Explanatory Talk Prompt: It is my belief that a human imagination is shaped by the architectures it encounters at an early age. SL.1.b, SL.4, L.6




Communication Plan


Essential Question What is the relationship between literature and place?


Read a variety of texts to gain the knowledge and insight needed to write about the importance of place. RL.10, RI.10

Expand Knowledge and use of academic and concept vocabulary RI.4

Write an explanatory text that develops a topic thoroughly and includes evidence from research. W.2, W.7, W.8


Make effective style choices, including those regarding sentence variety, figurative language, and diction. L.3, L.5

Correctly use dashes and hyphens. L.2.a Collaborate with your team to build on the ideas of

others, develop consensus, and communicate SL.1 Integrate audio, visuals, and text in presentations SL.5


RL.4, RL.5, RL.10 Reading Informational Text RI.2, RI.3, RI.4, RI.6, RI.7, RI.10

Speaking & Listening SL.5, SL.6

Language L.2, L.2.a, L.3, L.4, L.4.a, L.4.b, L.4.c, L.5, L.5.a, L.6

WritingW.2, W.9

NOTES:



NOTES:

Day 17A Literature of Place TG p. 462‐471

Close Read TG p. 463: Determine key ideas TG p. 464: Analyze imagery TG p. 467: Analyze argument RI.2


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 470 Central Ideas and Voice RI.1, RI.3

Concept Vocabulary and Word Study TG p. 469 Words that describe perceptions of the world around us and relate to the senses discern temporal spatial

Latin suffix: ‐al

L.4, L.4.b

Conventions and Style TG p. 471 Punctuation Dashes Hyphens L.2, L.2.a

First Read Notice: The general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection



NOTES:

Day 18American Regional Art: TG p. 472‐479

Close Review TG p. 473: Analyze perspective and palette TG p. 475: Analyze artistic style


Present and Discuss Review and Synthesize Answer the Essential Question

SL.1, SL.4

Media Vocabulary TG p. 477 realism impressionism perspective romanticism palette

L.6

Writing to CompareTG p. 478‐479 Interpretive essay W.2, W.5, W.9

First Review Look: at each image and determine whom or what it portrays Note: elements in each image that you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen Respond: Complete Comprehension check




Days 19‐20Dust Tracks on a Road: TG p. 480‐491

Close Read TG p. 483: Analyze autobiography TG p. 484: Analyze Word Choice TG p. 485: Analyze anecdotes RI.4


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 489 Literary Nonfiction Autobiography Social context Dialogue Dialect RI.6

Concept Vocabulary and Word Study TG p. 488 Words relate to someone who is an extrovert self‐assurance forward brazenness

Multiple‐Meaning Words

L.4., L.5

Author’s StyleTG p. 490 Figurative Meanings Overstatement Idioms RI.4, L.5.a

Speaking and ListeningTG p. 491 Oral Presentation Compare‐and‐Contrast Discussion Informative Talk Interview SL.1, SL.6



Making Meaning NOTES: Day 21

Chicago/Wildernes: TG p. 492‐501

Close Read TG p. 496: Analyzing imagery TG p. 497: Analyzing Repetition and Refrain RL.5


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 500 Language and Meaning Imagery Repetition Personification RL.4, PI.7

Concept Vocabulary and Word Study TG p. 499 Words describe features or qualities of people or animals that also describe the city brawling wanton cunning

Present participles

L.4, L.4.b, L.5.a

Author’s Style:TG p. 501 Poetic Structures Line lengths Ellipsis RL.5



Making Meaning Effective Expression NOTES: Day 22

Sandburg’s Chicago: TG p. 502‐509

Close Review TG p. 503: Analyze Motifs in Photography Subject TG p. 504: Analyze depth of field TG p. 505: Analyze focal points


Present and Discuss Review and Synthesize Answer the Essential Question

SL.1, SL.4

Media Vocabulary TG p. 507 Focal point Depth of field Foreground and background

L.6

Writing to CompareTG. p. 508‐509 Multimedia Account Multimedia presentation Slide show Museum exhibit guide RI.7, SL.1, SL.4, SL.5, SL.6

First Review Look: at each image and determine whom or what it portrays Note: elements in each image that you find interesting and want to revisit Connect: details in the images to other media you’ve experienced, texts you’ve read, or images you’ve seen Respond: Complete Comprehension check


Making Meaning NOTES: Days 23‐24

In the Longhouse Cloudy Day TG p. 510‐519

Close Read TG p. 513: Analyze symbol TG p. 514: Analyze similes TG p. 515: Analyze repetition RL.4, L.5.a


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 518 Poetic Devices figurative language figures of speech Personification Simile Metaphor RL.4, L.5

Concept Vocabulary and Word Study TG p. 517 Words all describe conflict Strife Sinister vigilant

Etymology

L.4, L.4.c

Author’s Style:TG p. 519 Poetic Conventions Repetition End‐stopped lines Enjambment Stanza breaks RL.5

First Read Notice: who or what is “speaking” each poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check


Making Meaning Effective ExpressionDay 25

The Way to Rainy Mountain: TG p. 520‐531

Close Read TG p. 521: Examine adjectives TG p. 522: Consider abstract nouns TG p. 525: Interpret descriptive details RL.4


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 529 Literary Nonfiction Historical writing Reflective writing RI.4, RI.6

Concept Vocabulary and Word Study TG p. 527 Words related to religion reverence rites deicide Latin Roots ‐dei‐ and ‐cid‐

L.4, L.4.b

Author’s Style:TG p. 529 Poetic Prose Figurative language Imagery RL.4, L.5

Writing to CompareTG p. 530‐531 Informative Essay W.2, W.5, W.9, W.10

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Small‐Group Learning Performance Task: Speaking and Listening Focus

Day 26TG p. 532‐533 Give and explanatory talk Prompt: It is my belief that a human imagination is shaped by the architectures it encounters at an early age.

Standards: SL.1.b, SL.4, L.6



TG p. 534‐535, 536A‐536f, 536‐539 Select and read a story from selections available online

The Rockpile by James Baldwin The Latin Deli: An Ars Poetica by Judith Ortiz Cofer Untying the Knot by Annie Dillard The Wood‐Pile by Robert Frost Birches by Robert Frost

Standards: RI.10, RL.10


Days 29‐30TG p. 540‐543 Writing to Sources: Explanatory Essay Writing Prompt: What makes certain places live on in our memory? Speaking and Listening Outcome: Oral Presentation

Standards: W.2.a‐f, W.10, SL.4, SL.4


GRADE 11, UNIT 5 : Facing our FearsINTRODUCTION Day 1 Unit Video: The Hollywood Blacklist Discuss It: How

should we respond to those who hold different political views or values than we do?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Argument Launch Text: Is It Foolish to Fear? (Lexile 1000)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 Historical Perspectives Focus Period: 1920–1960 Times of trouble Anchor Text (Drama): The Crucible by Arthur Miller Media (Audio Performance): the Crucible L.A. Theatre Works

Performance‐Based Assessment Task Write an Argument Prompt: Could any of the characters in The Crucible have done more to end the hysteria in Salem? Language Development: Conventions: W.1.a‐e, W.4, W.5, W.8, W.10, L.1



questions Monitor


ideas

Essential Question How do we respond when challenged by fear?

Unit GoalsTG p. 546

Read a variety of texts to gain the knowledge and insight needed to write about fear. RL.10, RI.10

Expand knowledge and use of academic and concept vocabulary RL.4, RI.4

Write an argumentative essay that has a clear structure and that draws evidence from texts and background knowledge to support a claim. W.1

Conduct research projects of various lengths to explore a topic and clarify meaning.W.8.7

Correctly use pronouns to add variety to your writing and presentations. L.1

Use irony to add a level of meaning to your writing and presentations. L.5.a




RL.1, RL.2, RL.3, RL.4, RL.5, RL.6, RL.7, RL.10

Speaking & Listening SL.1.a, SL.4

LanguageL.1, L.1.a, L.3, L.4.c, L.5, L.5.b, L.6

WritingW.1, W.9.a

NOTES:


UNIT 5 Whole‐Class Learning GRADE 11 Facing our Fears Making Meaning Language

Development Days 3‐5

Historical Perspectives TG p. 554‐557 The Crucible Act I: TG p. 560‐599

Close Read TG p. 563: Interpret stage directions TG p. 564: notice and highlight the details that describe an informal twist on a familiar saying about not involving yourself in other people’s lives TG p. 565: Infer key ideas TG p. 566: Analyze background

Analyze the Text TG p. 597:

Inferences Predict Connect

RL.1

Analyze Craft and Structure TG p. 598 Structural Elements of Drama Dialogue Stage directions Dramatic exposition RL.3, RL.5

Concept Vocabulary and Word Study TG p. 597 vindictive calumny defamation Latin Root: ‐fama‐ L.5

Conventions and Styles TG p. 599 Personal Pronouns Nominative Case Objective Case Possessive Case First‐person pronouns Second‐person pronouns Third‐person pronouns L.1, L.1.a, L.3

First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check by writing a brief summary of the selection

Close Read TG p. 568: Analyze character TG: p. 570: find evidence that Abigail’s reputation in Salem is questionable TG: p. 571: Analyze plot TG: p. 572: mark the details that relate to unexplainable things TG: p. 573: Explore diction TG p. 574: Analyze character TG p. 575: In Abigail’s speech in paragraph 160, mark the short sentences TG p. 575: Interpret stage directions TG p. 578: mark the repeated word that appears in both Proctor’s and Abigail’s lines TG p. 581: Analyze conflict TG p. 582: mark details related to property, salaries, and other business matters TG p. 585: Analyze background TG p. 586: Analyze claims TG p. 587: notice and highlight the details that reveal Hale’s character TG p. 588: highlight the punctuation that reveals how characters respond to Hale TG p. 589: Analyze plot TG p. 590: Examine character TG p. 591: Examine conflict TG p. 592: Understand character motivation TG p. 594: Analyze cause and effect TG p. 595: highlight the words and phrases in the stage directions and Abigail’s speech that suggest the escalating emotional frenzy. RL.2, RL.3, RL.4, RL.5


Making Meaning Language Development Effective Expression Days 6‐7

The Crucible Act II: TG p. 600‐627

Close Read TG p. 602: Interpreting conflict TG p. 604: I notice details that relate to thoughts and beliefs about what has happened and what should be done about it TG p. 607: mark details that relate to new knowledge or awareness TG p. 609: mark details in both dialogue and stage directions that relate to childish behavior, and others that relate to mature behavior TG p. 611: Explore characterization TG p. 613: highlight an object that appears several times in the conversation between Hale and Proctor TG p. 615: In paragraphs 268–27b, mark questions and exclamations TG p. 616: Analyzing character TG p. 619: mark the details that add interest and drama to Cheever’s account of the dinner scene TG p. 620: Analyzing style TG p. 623: highlight words and phrases that point to causes and effects RL.1, RL.3, RL.4


Interpret Evaluate Infer Predict

RL.1

Concept Vocabulary and Word Study TG p. 625 condemnation magistrates proceedings Technical Words ‐ L.4.c, L.6

Analyze Craft and StructureTG p. 626 Literary Elements in Drama Conflict Plot External conflict Internal conflict RL.3, RL.5

Speaking and Listening TG p. 627 Whole‐Class discussion SL.1



Making MeaningDays 8‐9

The Crucible Act III: TG p. 628‐659

Close Read TG p. 629: Interpret symbols TG p. 631: In paragraphs 42–46, mark examples of nonstandard English. TG p. 632: Analyze character TG p. 635: notice and highlight the words imperceptible and almost TG p. 637: Analyze metaphors TG p. 639: In paragraphs 218–222, mark references to fear TG p. 641: Analyze technique TG p. 643: Mark the pronoun Proctor uses to refer to Abigail TG p. 644: mark the punctuation that indicates characters are not fully stating their thoughts TG p. 646: Explore dialogue TG p. 650: Recognize a euphemism TG p. 653: mark details in both stage directions and dialogue that relate to power and powerlessness TG p. 655: Mark the repeated sentence in paragraphs 504 and 515 RL.5, L.4

Analyze the Text TG p. 657

Draw conclusions

Make inferences

Interpret Analyze

RL.1

Concept Vocabulary and Word Study TG p. 657 remorseless effrontery callously Connotation L.5, L.5.b,

Analyze Craft and Structure TG p. 658 Character Development Characterization Direct characterization Indirect characterization RL.3, RL.6

Author’s Style TG p. 659 Author’s Choices: Literary Devices Dramatic irony Verbal irony



Making Meaning Effective Expression

Day 10The Crucible Act IV: TG p. 660‐685

Close Read TG p. 662: mark each reference to the DevilTG p. 663: Identify foreshadowing TG p. 664: mark the word that Cheever repeats as he describes a conflict that is going on in the community


Analyze Interpret Answer the

Essential Question

Concept Vocabulary and Word Study TG p. 680 Words that relate to arguments conciliatory adamant disputation Etymology L.2, L.4.c

Analyze Craft and Structure TG p. 681‐682 Biblical allusions Allegory Literal meaning Symbolic meaning Theme RL.2, RL.4

Author’s StyleTG p. 683 Realism Setting Plot Dialogue RL.5

Writing to Sources TG p. 684 Argument W.1, W.9.a

Speaking and Listening TG p. 685 Thematic analysis SL.4, SL.6


Close Read TG p. 581: notice and highlight the words that are repeated. TG p. 665: Identify causes and effects TG p. 667: notice and annotate details that have to do with weakness and strength TG p. 668: Recognizing voice and identifying tone TG p. 670: mark each action that actors playing John and Elizabeth Proctor are told to do TG p. 672: find the word immortal, which describes John Proctor’s longing TG p. 674: find and annotate stage directions for Proctor TG p. 677: find and annotate Proctor’s repeated words and phrases RL.4, RL.5



The Crucible (Audio): TG p. 686‐691

Close Review TG p. 687: Analyze expression


Make inferences

Draw conclusions

Interpret Answer the

Essential Question

RL.1

Media VocabularyTG p. 689 Audio play Inflection Expression

Writing to compareTG p. 690‐691 Compare and contrast essay RL.7, W.5, W.9.a

First Review Listen: and note who is speaking, what they’re saying, and how they’re saying it. Note: elements that you find interesting and want to revisit. Connect: ideas in the audio to other media you’ve experienced, texts you’ve read, or images you’ve seen. Respond: Complete Comprehension check

Performance Task: Writing Focus Days 14‐15

TG p. 692‐699 Write an Argument Prompt: Could any of the characters in The Crucible have done more to end the hysteria in Salem? Language Development: Conventions

Standards: W.1.a‐e, W.4, W.5, W.8, W.10, L.1


UNIT 5 Small‐Group Learning GRADE 11 Facing our Fears

Introduction Day 16Autobiography: from Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston Media (Video): Interview With George Takei Archive of American Television Short Story: Antojos by Julia Alvarez

Performance‐Based Assessment Task Present an Argument Prompt: Do people usually learn from their fear? SL.1.c, SL.4



Working as a Team 1) Take a Position 2) List Your Rules 3) Apply the Rules 4) Name your

Group 5) Create a

Communication Plan


Essential Question How do we respond when challenged by fear?

Unit GoalsTG p. 546

Read a variety of texts to gain the knowledge and insight needed to write about fear. RL.10, RI.10

Expand knowledge and use of academic and concept vocabulary RL.4, RI.4

Write an argumentative essay that has a clear structure and that draws evidence from texts and background knowledge to support a claim. W.1

Conduct research projects of various lengths to explore a topic and clarify meaning.W.8.7

Correctly use pronouns to add variety to your writing and presentations. L.1

Use irony to add a level of meaning to your writing and presentations. L.5.a




RL.3, RL.5, RL.10 Reading Informational Text RI.1, RI.3, RI.4, RI.6, RI.7, RI.10

Speaking & Listening SL.3

LanguageL.1, L.4, L.4.a, L.4.b, L.4.c, L.4.d, L.6

WritingW.2, W.7, W.9.b

NOTES:



NOTES:

Days 17‐19Farewell to Manzanar TG p. 704‐715

Close Read TG p. 705: Explore verbs TG p. 709: Recognize topic sentences TG p. 711: Analyze mood PI.6


Review and Clarify

Present and Discuss


SL.1, SL.4

Analyze Craft and Structure TG p. 714 Development of Complex Ideas Characterization Direct characterization Indirect characterization RI.3

Concept Vocabulary and Word Study TG p. 713 Words that refer to working secretly with the enemy collaborator conspirators espionage

Latin Suffix: ‐or

L.4, L.4.d

Author’s StyleTG p. 715 Author's Point of View First‐person point of view RI.1, RI.6

First Read Notice: the general ideas of the text. What is it about? Who is involved? Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the text



Interview with George Takei: TG p. 716‐721

Close Review TG p. 717: Analyze the setting


Review and Clarify

Present and Discuss

Answer essential question

SL.1. SL.4

Media VocabularyTG p. 719 documentary eyewitness account framing SL.3, L.6

Writing to CompareTG p. 720‐721 Compare‐and‐contrast essay RI.7, W.2, W.5, W.9.b

First Review Watch: who speaks, what they say, and how they say it Note: elements that you find interesting and want to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check




Days 22‐25Antojas: TG p. 722‐737

Close Read TG p. 723: Analyze plot TG p. 724: Recognize flashback TG p. 726: Analyze cultural context TG p. 730: Explore point of view RL.6


Review and Clarify

Present and Discuss


RI.1, SL.1. SL.4

Concept Vocabulary and Word Study TG p. 734 Words that come directly from the Spanish language cantina cabana machetes Loanwords L.4, L.4.c

Analyze Craft and Structure TG p. 735: Author’s Choices: Narrative Structure Chronological order In medias res Flashback Foreshadowing

RL.3, RL.5

Conventions and Style TG p. 736 Pronouns and Antecedents L.1

ResearchTG p. 737 Research Project W.2, W.7

First Read Notice: whom the story is about, what happens, where and when it happens, and why those involved react as they do. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check


TG p. 738‐739 Present an Argument Prompt: Do people usually learn from their fear?

Standards: SL.1.c, SL.4




What You Don’t Know Can Kill You by Jason Daley Runagate Runagate by Robert Hayden 1‐800‐FEAR by Jody Gladding Bears at Raspberry Time by Hayden Carruth For Black Women Who Are Afraid by Toi Derricotte What Are You So Afraid Of? By Akiko Busch



Days 29‐30TG p. 746‐749 Writing to Sources: Argument Writing Prompt: Is fear always a harmful emotion? Speaking and Listening Outcome: Speech

Standards: W.1.a‐e, W.10, SL.1, SL.4.b


GRADE 11, UNIT 6 : Ordinary Lives, Extraordinary TalesINTRODUCTION Day 1 Unit Video: Why Do Stories Matter? That’s Like

Asking Why You Should Eat Discuss It: Which of the thoughts expressed in this video are most similar to your own thoughts about stories?

Unit Goals: Reading, Writing & Research, Language, Speaking & Listening Academic Vocabulary: Narrative Launch Text: Old Man at the Bridge (Lexile 700L)

WHOLE‐CLASS LEARNING: Introduce Whole‐Class Learning Day 2 HISTORICAL PERSPECTIVES Focus Period: 1950–Present A Fast‐Changing Society Anchor Text (Short Story): Everyday Use by Alice Walker Anchor Text (Short Story): Everything Stuck to Him by Raymond Carver Anchor Text (Short Story): The Leap by Louise Erdrich

Performance‐Based Assessment Task Mode: Write a Narrative Prompt: How do stressful situations often reveal the best and worst in people? Language Development: Style: Add Dialogue W.3.a‐e, W.5, W.10, L.1, L.4.c



questions Monitor


ideas

Essential Question What do stories reveal about the human condition?

Unit GoalsTG p. 752

Analyze narratives to understand how authors order the action, introduce and develop characters, and introduce and develop multiple themes. RL.2, RL.3, RL.5

Expand knowledge and use of academic and concept vocabulary RI.4

Write a narrative text that uses effective narrative techniques to develop fictional experiences, events, and characters. W.3

Conduct research projects of various lengths to explore a topic and clarify meaning. W.8.7

Make effective style choices regarding figurative language and dialect. L.3, L.5

Demonstrate an understanding of frequently confused words, passive voice, and sentence fragments. L.4




RL.1, RL.3, RL.4, RL.5, RL.10

Speaking & ListeningSL.1, SL.1.a, SL.4, SL.6

LanguageL.1, L.1.a, L.1.b, L.3, L.3.a, L.4.b

WritingW.3.a‐e

NOTES:


UNIT 6 Whole‐Class Learning GRADE 11 Ordinary Lives, Extraordinary Tales Making Meaning Language Development Effective Expression

Days 3‐6Everyday Use TG p. 760‐779

Close Read TG p. 765: notice and highlight details that describe the character Maggie TG p. 767: notice and highlight what Maggie says about her sister bringing friends to their house TG p. 768: mark the sentence fragments TG p. 771: notice and mark details about what kinds of things were used to make the quilts TG p. 772: notice and mark sentences in which Mama expresses Maggie’s feelings and thoughts RL.3

Analyze the TextTG p. 774:

Make inferences

Interpret Historical

perspectives Answer

essential question

RL.1

Analyze Craft and Structure TG p. 775 Character Characterization Themes RL.3

Concept Vocabulary and Word Study TG p. 776 Words that reveal the tentative way Maggie acts in the story sidle shuffle furtive cowering awkward hangdog Exocentric Compounds L.1.a, L.1.b

Conventions andStyle TG p. 777 Dialect Dialect Regionalism L.3.a

Writing to SourcesTG p. 778 Narrative W.3.a‐e

Speaking and Listening TG p. 779 Partner discussion SL.1.a‐e




Everything Stuck to Him: TG p. 780‐793

Close Read TG p. 781: Identify foreshadowing TG p. 782: Analyze story structure TG p. 783: annotate phrases, such as “the boy,” “his father’s,” “the wife,” and “the girl.” TG p. 784: annotate the phrases and sentences that show that the baby cries TG p. 786: annotate nouns such as boy and boots, verbs such as took and sat, adjectives such as long and sorry, and adverbs such as out and all RL.5


Make inferences

Interpret Make a

judgement Historical

perspectives Answer the

Essential Question

RL.1

Analyze Craft and Structure TG p. 789 Narrative Structure Frame story Introductory story Internal story RL.5

Concept Vocabulary and Word Study TG p. 790 Words that are compound words waterfowl letterhead overcast shotgun Endocentric Compounds L.1, L.3

Conventions and Style TG p. 791 Pronouns and Antecedents L.3

Writing to SourcesTG p. 792 Narrative scene RL.3, W.3.a‐e

Speaking and Listening TG p. 793 Dialogue SL.4, L.6

First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and by writing a brief summary of the selection



The Leap: TG p. 794‐807

Close Read TG p. 795: notice and highlight the descriptive details in the last sentence TG p. 796: Analyze simile TG p. 797: highlight the details that indicate an interruption in the story that the narrator is telling about her mother’s past TG p. 798: notice and highlight the details that describe increasing size or clarity TG p. 799: Analyze characterization TG p. 800: notice and highlight the details that describe the mother’s manner as she rescues her daughter RL.3, RL.5


Interpret Analyze Literature and

culture Answer the

Essential Question

RL.1

Analyze Craft and Structure TG p. 803 Narrative Structure Foreshadowing Suspense Pacing RL.3

Concept Vocabulary and Word Study TG p. 804 Words that suggest distance or closeness encroaching instantaneously anticipation constricting perpetually superannuated Latin Root: ‐strict‐ RL.4, L.4.b

Author’s StyleTG p. 805 Motif Symbol Theme RL.4, PI.10A

Writing to SourcesTG p. 806 Anecdote W.3

Speaking and Listening TG p. 807 Oral response to literature SL.4, SL.6

First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and by writing a brief summary of the selection Performance Task: Writing Focus

Days 14‐15TG p. 808‐815 Prompt: How do stressful situations often reveal the best and worst in people? Language Development: Style: Add Dialogue

Standards: W.3.a‐e, W.5, W.10, L.1, L.4.c


UNIT 6 Small‐Group Learning GRADE 11 Ordinary Lives, Extraordinary Tales

Introduction Day 16LITERARY HISTORY A Brief History of the Short Story by D. F. McCourt Short Story: An Occurrence at Owl Creek Bridge by Ambrose Bierce Short Story: The Jilting of Granny Weatherall by Katherine Anne Porter

Performance‐Based Assessment Task Present a Narrative Prompt: The day felt as if it would never end. SL.1.a‐d, SL.4 , SL.5, SL.6




Communication Plan Making a Schedule Working on Group Projects

Essential Question What do stories reveal about the human condition?

Unit GoalsTG p. 752

Analyze narratives to understand how authors order the action, introduce and develop characters, and introduce and develop multiple themes. RL.2, RL.3, RL.5

Expand knowledge and use of academic and concept vocabulary RI.4

Write a narrative text that uses effective narrative techniques to develop fictional experiences, events, and characters. W.3

Conduct research projects of various lengths to explore a topic and clarify meaning. W.8.7

Make effective style choices regarding figurative language and dialect. L.3, L.5

Demonstrate an understanding of frequently confused words, passive voice, and sentence fragments. L.4




RL.4, RL.5, RL.10 Reading Informational Text RI.3, RI.5, RI.10

Speaking & Listening SL.1, SL.4, SL.6

Language L.1.a, L.3.a, L.4, L.4.a, L.4.b, L.5

WritingW.2, W.7

NOTES:




Days 18‐21A Brief History of the Short Story TG p. 820‐827

Close Read TG p. 821: Identify extended metaphor TG p. 822: Identify causality RI.4


Review and Clarify

Present and Discuss


RI.1, SL.1, SL.4

Analyze Craft and Structure TG p. 825 Sequence of Events Chronological order RI.3, RI.5

Concept Vocabulary and Word Study TG p. 824 Words relate to change and status supplanted ascendant renaissance

Latin Root:‐scend‐

L.4.b

Conventions and Style TG p. 826 Active and Passive Voice L.1.a

Research ProjectTG p. 827 Research Report Extended definition Graph Analytical paper W.7




NOTES:

Days 18‐21An Occurrence at Owl Creek: TG p. 828‐841

Close Read TG p. 831: Recognize suspense TG p. 834: Determine Point of View TG p. 837: Analyze story ending RL.5, RL.6


Review and Clarify

Present and Discuss


RL.1, SL.1, SL.4

Concept Vocabulary and Word Study TG p. 839 Words that relate to formalities etiquette deference dictum Latin suffix: ‐um L.4, L.4.b

Analyze Craft and Structure TG p. 840: Structure Omniscient third‐person point of view Limited third‐person point of view Stream of consciousness

RL.5

Conventions and Style TG p. 841 Run‐ons and Fragments Varying Syntax for Effect Syntax Asyndeton L.1.a, L.3

First Read Notice: who or what is “speaking” the poem and whether the poem tells a story or describes a single moment. Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection




Days 22‐25The Jilting of Granny Weatherall TG p. 842‐857

Close Review TG p. 844: Analyze character TG p. 847: Infer key ideas TG p. 851: Interpreting a symbol RL.2, RL.3


Review and Clarify

Present and Discuss


RL.1, SL.1, SL.4

Concept Vocabulary and Word Study TG p. 853 Words that relate to someone who is in poor health Hypodermic clammy dyspepsia Greek prefix: dys‐ RL.4, L.4.b

Analyze Craft and Structure TG p. 854: Narrative Structure Stream of consciousness Flashback Narrative point of view

RL.5

Author’s StyleTG p. 855 Figurative language Metaphor Simile L.5

Writing to CompareTG p. 856‐857 Oral Presentation W.2, W.5, SL.1, SL.4, SL.6

First Read Notice: Whom the story is about, what happens, where and when it happens, and why those involved react as they do Annotate: Mark vocabulary and key passages to revisit Connect: Ideas within selection to what you already know and have read Respond: Complete Comprehension check and write a brief summary of the selection Small‐Group Learning Performance Task: Speaking and Listening Focus

Day 26TG p. 858‐859 Present a Narrative Prompt: The day felt as if it would never end.

Standards: SL.1.a‐d, SL.4 , SL.5, SL.6




The Tell‐Tale Heart by Edgar Allan Poe The Man to Send Rain Clouds by Leslie Marmon Silko Ambush by Tim O’Brien Housepainting by Lan Samantha Chang

Standards: RL.10


Days 29‐30TG p. 866‐869 Writing to Sources: Review Notes for a Narrative Prompt: How does a fictional character or characters respond to life‐changing news? Speaking and Listening: Storytelling Session

Standards: W.3.a‐e, W.10, SL.4, SL.5, SL.6