· Web viewL.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard

Teacher: CORE Honors English 11 Year: 2014-15 Course: Honors English 11 Month: All Months

Revisit of Summer Assignments, Intertextuality, Commonalities in Literature ~

Thorough examination of the two summer assignments as an introduction to intertextuality between a novel and a play - The Scarlet Letter and The Crucible - as well as thoroughly examining motivation, historical relevance, and tone

Standards Essential QuestionsAssessmentsSkills Content Lessons Resources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RI.11-12.8-Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.RL.11-12.7-Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on

writing - thesis statement/paragraph development

revision - organizing content/textual evidence & support

literary analysis - critical thought mixed with support through textual evidence

evaluate literature to be able to make connection between texts from details, characterization, plot, setting

discuss/respond/prepare for classroom discussion based on study guides and classroom dialogue regarding literature

Intertextuality, as defined in How to Read Like a Professor (Foster)

HIstorical Background - Nathaniel Hawthorne/Arthur Miller

Literary Movements - Romanticisim/Post-Modernism - Introduced

Writing - Revision Process of Literary Analysis

Critical Analysis - AP Literature Study Guides by chapter for The Scarlet Letter and by Act/scene for The Crucible

that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”). 1.4.C-Write persuasive pieces.1.4.D-Maintain a written record of activities, course work, experience, honors and interests.1.5.A-Write with a sharp, distinct focus.1.5.B-Write using well-developed content appropriate for the topic.1.5.C-Write with controlled and/or subtle organization.1.5.D-Write with a command of the stylistic aspects of composition.1.5.E-Revise writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed.1.5.F-Edit writing using the conventions of language.

1.1.F-Understand the meaning of and apply key vocabulary across the various subject areas.

Revisit of Summer Assignments, Intertextuality, Commonalities in Literature ~

Thorough examination of the two summer assignments as an introduction to intertextuality between a novel and a play - The Scarlet Letter and The Crucible - as well as thoroughly examining motivation, historical relevance, and tone

Standards Essential Questions Assessments Skills Content Lessons Resources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

writing - thesis statement/paragraph development

revision - organizing content/textual evidence & support

literary analysis - critical thought mixed with support through textual evidence

Intertextuality, as defined in How to Read Like a Professor (Foster)

HIstorical Background - Nathaniel Hawthorne/Arthur Miller

Literary Movements -

RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RI.11-12.8-Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.RL.11-12.7-Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

evaluate literature to be able to make connection between texts from details, characterization, plot, setting

discuss/respond/prepare for classroom discussion based on study guides and classroom dialogue regarding literature

Romanticisim/Post-Modernism - Introduced

Writing - Revision Process of Literary Analysis

Critical Analysis - AP Literature Study Guides by chapter for The Scarlet Letter and by Act/scene for The Crucible

Short Stories, Nonfiction Essays/Primary Sources, Poetry - Early Beginnings through 1750 ~

American Literature survey of resources in textbook from Native Americans through Puritan poetry and sermon writing - highlighting in between exploration narratives, Puritan writing - sermons and poetry, slave narratives/poetry

Standards Essential Questions AssessmentsSkills Content Lessons Resources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.10-By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficientlyRI.11-12.2-Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

Prior to a body of fiction, how was our "voice" as Americans set through early writings?

What makes up our cultural American "mythology" and from what basis did that occur?

Analyze origin myths for intertextuality between other forms of mythology (such as Greek and Roman) as well as biblical literature

Synthesize between early beginnings of our culture to an overall American mythology

Understand, apply, create, evaluate a lexicon of literary terminology related to origin myths

Analyze motivation with use of rhetoric in journal writing

Create a written report to persuade based on positive statements and details

Evaluate a speaker's point of view for persuasion in report-writing

Present information and supporting evidence in report-writing for the purpose of assessing a judgment on whose writing is most effective to the task

Decipher the difference between factual information and exaggerated persuasion

Analyze the use of journal writing for effectiveness in persuasion

Literary elements - oral tradition, origin myths, cultural details

When Grizzlies Walked Upright, Modoc tribe, pp. 19-21 (textbook)

Navajo Origin Legend, Navajo tribe, pp. 22-23 (textbook)

The Iroquois Creation Story, Iroquois tribe, p. 5 (Honors American Literature I resource)

The Pima Creation Story, Pima tribe, p. 7 (Honors American Literature I resource)

Literary elements: journals, author's point of view (perspective), author's purpose

Christopher Columbus: Project Icarus (Honors American Literature I resource) - persuasion & motivation

from Journal of the First Voyage to America, Christopher Columbus, pp.62-64 (textbook)

Close reading of The Columbus Letter of 1493, Christopher Columbus (Honors American Literature I resource - pp. 14-16)

Prentice Hall Literature The American Experience: Timeless Voices, Timeless Themes (Volume I)

The Center for Learning Honors American Literature I: Beginnings through Nineteenth Century

Happy Thanksgiving, Charlie Brown, Charles M. Schulz, DVD - added Of Plymouth Plantation

SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.6-Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.2b-Spell correctly.L.11-12.3a-Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.L.11-12.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the

Understand, apply, use, create, evaluate a lexicon of literary terminology to narrative accounts, journals, exploration narratives - including author's style, signal words, author's perspective and purpose,

Determine effectiveness for purpose in use of a journal style of writing versus a report approach

Deciphering subjectivity from objectivity in first-hand accounts

Analyzing historic and literary significance between narrative accounts written in two different colonies established for different reasons during the 17th century

Support/repudiate generalizations made by narrative accounts regarding the Puritans

Integrate multiple writings by a primary source author in the 17th century to decipher characteristics that are uniquely American prior to colonization

Synthesizing and analyzing the topics of idealism and realism in a Puritan society through primary source documents

Assess impact of poetry writing on a Puritan lifestyle

Literary elements - exploration narratives, author's style, signal wordsA Journey Through Texas, Alvar Nunez Cabeza de Vaca, pp. 32-36 (textbook)

Boulders Taller Than the Great Tower of Seville, Garcia Lopez de Cardenas, pp. 37-38 (textbook)

from Of Plymouth Plantation, William Bradford, pp.78-84 (textbook)

The Mayflower Compact and An Eyewitness View, William Bradford, pp. 21-25 (Honors American Literature I resource)

from The General History of Virginia, John Smith, pp. 72-77 (textbook)

Captain John Smith: Reading Between the Lines (Excerpts 1-3), pp. 29-34 (Honors American Literature I resource)

Literary elements - Puritan Plain Style and apostrophe

Huswifery, Edward Taylor, pp. 100-101 (textbook)

To My Dear and Loving Husband, Anne Bradstreet, p. 102 (textbook)

Double Bondage...Puritan/Woman, p. 37 (Honors American Literature I resource)

The Prologue and The Author to Her Book, pp. 38-40 (Honors American

stance, premises, links among ideas, word choice, points of emphasis, and tone used.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.11-12.3d-Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.W.11-12.3e-Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.RI.11-12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.RI.11-12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

Analyze and evaluate tone in Puritan poetry - masculine versus feminine

Evaluate language as concrete/abstract, formal/informal, literal/figurative as an assessment of diction

Analyze elements of irony in author use of imagery, similes, metaphors, and other poetic devices as forms of persuasion in sermon writing

Assess tone related to author's topic, author's self, and author's audience

Literature I resource)

Literary elements - sermon, oratory, and introduction to rhetorical devicesfrom Sinners in the Hands of an Angry God, Jonathan Edwards, pp. 108-112 (textbook)

Jonathan Edwards' Angry God, p. 55 (Honors American Literature I resource)

Primary Source Documents in U.S. History as Informational Literature: 1750-1800 ~ A close perspective on the use of rhetorical and persuasive devices to compel the rise of a new nation

Standards Essential Questions AssessmentsSkills Content Lessons Resources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to

write clearly, concisely, and with purpose

present information in a group setting/through classroom discussion

evaluate media as it pertains to textual

persuasion - emotional appeals and logical reasoning

18th Century primary source documents from textbook & AP/Honors support material - writings of B. Franklin, T. Paine, T.

comprehension or expression.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.2-Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.8-Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.RI.11-12.10-By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficientlyRL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

information discussed/studied in class

understand/apply/evaluate in writing persuasive/rhetorical devices

understand/apply/evaluate independently skills related to persuasion and rhetoric in close readings

develop/use/understand in context/write using vocabulary studied through literature

Jefferson, P. Henry, A. Adams, Crevecouer

rhetorical devices in writing and speech - repetition, restatement, parallelism, rhetorical questions

author's point of view, style, purpose

historical motivation for persuasion

poetry of praise - P. Wheatley

writing - persuasion/analysis of rhetoric in modern terms in Presidential debates (2012)

use of media - view online news source for Presidential debates (2012)

speaking/listening - Socratic circle to present findings of usage of persuasion/rhetorical devices in Presidential debates (2012)

Vocabulary in context with literature (fiction/nonfiction) studied in class

SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

Primary Source Documents in U.S. History as Informational Literature: 1750-1800 ~ A close perspective on the use of rhetorical and persuasive devices to compel the rise of a new nation

Standards Essential Questions Assessments Skills Content LessonsResources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4b-Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.2-Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.RI.11-12.8-Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).RI.11-12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

write clearly, concisely, and with purpose

present information in a group setting/through classroom discussion

evaluate media as it pertains to textual information discussed/studied in class

understand/apply/evaluate in writing persuasive/rhetorical devices

understand/apply/evaluate independently skills related to persuasion and rhetoric in close readings

develop/use/understand in context/write using vocabulary studied through literature

persuasion - emotional appeals and logical reasoning

18th Century primary source documents from textbook & AP/Honors support material - writings of B. Franklin, T. Paine, T. Jefferson, P. Henry, A. Adams, Crevecouer

rhetorical devices in writing and speech - repetition, restatement, parallelism, rhetorical questions

author's point of view, style, purpose

historical motivation for persuasion

poetry of praise - P. Wheatley

writing - persuasion/analysis of rhetoric in modern terms in Presidential debates (2012)

use of media - view online news source for Presidential debates (2012)

speaking/listening - Socratic circle to present findings of usage of persuasion/rhetorical devices in Presidential debates (2012)

Vocabulary in context with literature (fiction/nonfiction) studied in class

RI.11-12.10-By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficientlyRL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). A Growing Nation ~

A Growing Nation - American Literature (1800-1870) - American Romanticism/Gothic Literature/Transcendentalism/Poetry - a look at the historical response to freedom of expression through imagination and intuition


L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2-Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated

speaking/listening appropriate to classroom discussion/contribution

provide textual evidence to support lit elements addressed for definition of time period as well as specific types of reading from 19th century writers studied in class

analyze for central ideas

evaluate development of ideas, characters, plot

understand/use/apply vocabulary in context

annotate/close read passages provided for classroom discussion

closely analyze author's purpose and style to structure of text

Historical background of time period (1800-1870) as related to American Literature

Elements of Gothic Lit: bleak/remote setting; macabre/violent acts; char. under psychological/physical torment; supernatural/otherwordly elements present

Elements of Transcendentalism: human senses are limited - convey knowledge of physical world solely; deeper truths can only be grasped through intuition; nature illuminates human nature; God-nature-humanity shared/linear to comprise "Over Soul"

Definition of Romanticism

Gothic writers: Irving/Poe/Hawthorne - short stories & novel length (textbook and extraneous sources)

Transcendental Writiers: Emerson/Thoreau - essays/nonfiction

Poetry - Dickinson/Whitman - explore slant/internal rhyme & free verse

lit elements: single effect, 3rd person omniscient, symbolism

in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

annotation/close reading

vocabulary in context

A Growing Nation ~

A Growing Nation - American Literature (1800-1870) - American Romanticism/Gothic Literature/Transcendentalism/Poetry - a look at the historical response to freedom of expression through imagination and intuition


L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.RI.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RI.11-12.2-Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.RI.11-12.3-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.RI.11-12.4-Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).RI.11-12.5-Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.RI.11-12.6-Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.RI.11-12.9-Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include

speaking/listening appropriate to classroom discussion/contribution

provide textual evidence to support lit elements addressed for definition of time period as well as specific types of reading from 19th century writers studied in class

analyze for central ideas

evaluate development of ideas, characters, plot

understand/use/apply vocabulary in context

annotate/close read passages provided for classroom discussion

closely analyze author's purpose and style to structure of text

Historical background of time period (1800-1870) as related to American Literature

Elements of Gothic Lit: bleak/remote setting; macabre/violent acts; char. under psychological/physical torment; supernatural/otherwordly elements present

Elements of Transcendentalism: human senses are limited - convey knowledge of physical world solely; deeper truths can only be grasped through intuition; nature illuminates human nature; God-nature-humanity shared/linear to comprise "Over Soul"

Definition of Romanticism

Gothic writers: Irving/Poe/Hawthorne - short stories & novel length (textbook and extraneous sources)

Transcendental Writiers: Emerson/Thoreau -

Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

essays/nonfiction

Poetry - Dickinson/Whitman - explore slant/internal rhyme & free verse

lit elements: single effect, 3rd person omniscient, symbolism



Realism/Modernism through an Intertextual Lens ~

Comparing/contrasting Realism as a literary movement and Modernism as a literary movement intertextually - time periods encompassing 1870-1914 and 1914-1946 - everyday realities vs fragmentation to understanding of the whole - HISTORICAL SIGNIFICANCE - SPECIFIC to Billy Budd by Herman Melville (Realism) and Their Eyes Were Watching God by Zora Neale Hurston (Modernism)


L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

clearly, concisely, with textual evidence of support analyze a work of literature in isolation in writing

clearly, concisely, with textual evidence of support analyze multiple works of literature for intertextuality in writing and oral language (class discussions)

analyze literature through fragmentation for multiple forms of assessment to see "bigger whole"

evaluate time periods to understand background knowledge of writers as becoming

Realism through the reading of seminal texts of the time period (1870-1914): Billy Budd

Modernism through the reading of seminal texts of the time period (1914-1946): The Love Song of J. Alfred Prufrock, Their Eyes Were Watching God

defining Realism & offshoot of Naturalism

defining Modernism & offshoot of Imagism through poetry



literary analysis through written expression & Socratic circle discussion

Deep revisit of American

RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically

semi-autobiographical in the literature read/written during these time periods

judge autobiographical information as a source of motivation for writing during these time periods

History to understand point of view, purpose, and style of writing during these two different time periods

fragmentation vs. spelling out through realism

concrete language vs. language of Romanticism

autobiographical information for Herman Melville, T. S. Eliot, Zora Neale Hurston for significant relevance to texts explored in class for this unit

sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).


Comparing/contrasting Realism as a literary movement and Modernism as a literary movement intertextually - time periods encompassing 1870-1914 and 1914-1946 - everyday realities vs fragmentation to understanding of the whole - HISTORICAL SIGNIFICANCE- SPECIFIC to Billy Budd by Herman Melville (Realism) and Their Eyes Were Watching God by Zora Neale Hurston (Modernism)


L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story




evaluate time periods to understand background knowledge of writers as becoming semi-autobiographical in the literature read/written during these time periods

Realism through the reading of seminal texts of the time period (1870-1914): Billy Budd

Modernism through the reading of seminal texts of the time period (1914-1946): The Love Song of J. Alfred Prufrock, Their Eyes Were Watching God






Deep revisit of American History to understand

or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and


point of view, purpose, and style of writing during these two different time periods



autobiographical information for Herman Melville, T. S. Eliot, Zora Neale Hurston for significant relevance to texts explored in class for this unit

analogy to manage the complexity of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).


Comparing/contrasting Realism as a literary movement and Modernism as a literary movement intertextually - time periods encompassing 1870-1914 and 1914-1946 - everyday realities vs fragmentation to understanding of the whole - HISTORICAL SIGNIFICANCE- SPECIFIC to Ethan Frome by Edith Wharton (Realism) and The Great Gatsby by F. Scott Fitzgerald (Modernism)

Standards Essential Questions AssessmentsSkills Content LessonsResources

L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text






Realism through the reading of seminal texts of the time period (1870-1914): Ethan Frome

Modernism through the reading of seminal texts of the time period (1914-1946): The Love Song of J. Alfred Prufrock,The Great Gatsby






Deep revisit of American History to understand point of view, purpose, and style of writing during these two different time periods

from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).



autobiographical information for Edith Wharton, T. S. Eliot, F.Scott Fitzgerald for significant relevance to texts explored in class for this unit


Comparing/contrasting Realism as a literary movement and Modernism as a literary movement intertextually - time periods encompassing 1870-1914 and 1914-1946 - everyday realities vs fragmentation to understanding of the whole - HISTORICAL SIGNIFICANCE-SPECIFIC to Ethan Frome by Edith Wharton

(Realism) and The Great Gatsby by F. Scott Fitzgerald (Moderism)


L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.L.11-12.2b-Spell correctly.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective,






Realism through the reading of seminal texts of the time period (1870-1914): Ethan Frome

Modernism through the reading of seminal texts of the time period (1914-1946): The Love Song of J. Alfred Prufrock,The Great Gatsby









autobiographical information for Edith Wharton,T. S. Eliot, F.Scott Fitzgerald for significant relevance to texts explored in class for this unit

such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

The Research Paper ~

The process of writing a research paper of length (8-12 pages) to meet the standards of both writing for 11th grade English and for dual-enrollment credit through RACC; the following areas will be explored: plagiarism; grammar relating to usage of italics, names of persons, numbers, titles of works in research (punctuation, italicized titles, titles in quotation marks); use and accuracy of quotations, paraphrasing, summarizing, thesis statement writing, effective note-taking, creating citations, culminating citations in a bibliography, annotated bibliography


L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in

understand what plagiarism is

evaluate sources and

Plagiarism - definition, consequences, information sharing in today's world,

gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.2b-Spell correctly.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

their usage in one's own writing

use appropriate grammar as it is effective in writing

use mechanics of writing including but not limited to: titles, numbers, quotations and their punctuation

paraphrase the writing of others into one's own words

summarize a large amount of supporting materials into one's own words

construct meaningful notes from works used in support of research from multiple sources

create a works cited page with analysis of materials used for support in research

analyze manuals, multimedia, text sources for validity to an argument

construct a meaningful thesis statement to present argumentation in writing

organize materials logically in an outline to process the writing of the paper

unintentional plagiarism, forms of plagiarism, when documentation is not needed

Mechanics of writing within a research paper - names of persons (first and subsequent uses of names, titles of persons, names of authors and fictional characters

Numbers: Arabic, use of words or numerals, commas in numbers, inclusive numbers, Roman

Titles of works in research paper: capitalization and punctuation, italicized titles, titles in quotation marks, titles and quotations within titles, exceptions, shortened titles

Quotations: use and accuracy of quotations, prose, poetry, drama, ellipsis, other alterations of sources, punctuation with quotations

Paraphrasing

Summarizing

Effective note-taking and writing notecards

Citations: documenting sources, MLA style, list of works cited (bibliographic), citing periodical print publications, citing nonperiodical print publication

Documentation - Intext

peer-evaluate other's works to assist in editing process of writing

citation: parenthetical documentation

MLA Formatting

Working thesis statement: evolution of thesis during the process of writing


Comparing/contrasting Realism as a literary movement and Modernism as a literary movement intertextually - time periods encompassing 1870-1914 and 1914-1946 - everyday realities vs fragmentation to understanding of the whole - HISTORICAL SIGNIFICANCE-SPECIFIC to The Adventures of Huckleberry Finn by Mark Twain (Realism) and The Sun Also Rises by Ernest Hemingway (Modernism)


L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.L.11-12.2b-Spell correctly.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and





judge autobiographical information as a

Realism through the reading of seminal texts of the time period (1870-1914): The Adventures of Huckleberry Finn

Modernism through the reading of seminal texts of the time period (1914-1946): The Love Song of J. Alfred Prufrock,The Sun Also Rises








informal tasks.RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in

source of motivation for writing during these time periods


autobiographical information for Mark Twain,T. S. Eliot, Ernest Hemingway for significant relevance to texts explored in class for this unit

gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.




L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.2b-Spell correctly.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.W.11-12.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create


evaluate sources and their usage in one's own writinguse appropriate grammar as it is effective in writing







Plagiarism - definition, consequences, information sharing in today's world, unintentional plagiarism, forms of plagiarism, when documentation is not needed





Paraphrasing

Summarizing

cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).





Citations: documenting sources, MLA style, list of works cited (bibliographic), citing periodical print publications, citing nonperiodical print publication

Documentation - Intext citation: parenthetical documentation

MLA Formatting


Modernism crossover to Postmodernism (1946-1970) ~

Revisiting ideals in Modernism as they pertain to a change in variety and promise for literature to represent America in a post-WWII world


L.11-12.2b-Spell correctly.L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

interpret, analyze, evaluate literature that leads us into the modern view of American society

judge the works of this time period in relation to all the literature studied as a whole during the school year

intertextually analyze the literature of the time periods studied

intertextually analyze the pieces studied throughout the school year with the works studied in this unit

Revisit effects of WWII, the Holocaust, dropping of the A-bomb as influential to literature from 1946-1970

Catcher in the Rye

On the Road

The Glass Menagerie

biographical information of writers studied in post-modernism - Salinger, Miller (revisit from earlier in school year), Tennessee Williams, Jack Kerouac

Performance of scenes from a play (T. Williams)

dialogue in a play

SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6-Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

create a reflection piece of writing regarding the age group relation to the students in the Catcher in the Rye

judge the "Beat Generation" literature to see if this literature relates to standards of traditional versus new literary forms and techniques in both poetry and prose

understand the implications of newer forms of media permeating the writing culture in the latter part of the 20th century

dramatic exposition in a play

stage directions in a play

economy of language in a play

Beat Generation


Comparing/contrasting Realism as a literary movement and Modernism as a literary movement intertextually - time periods encompassing 1870-1914 and 1914-1946 - everyday realities vs fragmentation to understanding of the whole - HISTORICAL SIGNIFICANCE-SPECIFIC to The Adventures of Huckleberry Finn by Mark Twain (Realism) and The Sun Also Rises by Ernest Hemingway (Modernism)


L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.11-12.3-Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.L.11-12.5-Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.11-12.4-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.L.11-12.4c-Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.L.11-12.4a-Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function


clearly, concisely, with textual evidence of support analyze multiple works of literature for intertextuality in

Realism through the reading of seminal texts of the time period (1870-1914): The Adventures of Huckleberry Finn

Modernism through the reading of seminal texts of the time period (1914-1946): The Love Song of J. Alfred Prufrock,The Sun Also Rises

in a sentence) as a clue to the meaning of a word or phrase.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.L.11-12.2b-Spell correctly.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4-Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.L.11-12.1a-Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.L.11-12.4d-Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).SL.11-12.2-Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or

writing and oral language (class discussions)












autobiographical information for Mark Twain,T. S. Eliot, Ernest Hemingway for significant relevance to texts explored in class for this unit

drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.W.11-12.3a-Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.




L.11-12.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.11-12.6-Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.11-12.2b-Spell correctly.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.2-Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.W.11-12.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.11-12.5-Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)W.11-12.6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


evaluate sources and their usage in one's own writing

use appropriate grammar as it is effective in writing


Plagiarism - definition, consequences, information sharing in today's world, unintentional plagiarism, forms of plagiarism, when documentation is not needed


W.11-12.8-Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.W.11-12.9-Draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.1a-Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.W.11-12.1b-Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.W.11-12.1c-Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.W.11-12.7-Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.1e-Provide a concluding statement or section that follows from and supports the argument presented.W.11-12.2a-Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2c-Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.W.11-12.2e-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).W.11-12.9b-Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).












Paraphrasing

Summarizing


Citations: documenting sources, MLA style, list of works cited (bibliographic), citing periodical print pulications, citing nonperiodical print publicationDocumentation - Intext citation: parenthetical documentation

MLA Formatting


Modernism crossover to Postmodernism (1946-1970) ~

Revisiting ideals in Modernism as they pertain to a change in variety and promise for literature to represent America in a post-WWII world


L.11-12.2b-Spell correctly.L.11-12.5a-Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.L.11-12.5b-Analyze nuances in the meaning of words with similar denotations.RL.11-12.1-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.RL.11-12.2-Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.RL.11-12.3-Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).RL.11-12.4-Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)RL.11-12.5-Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.RL.11-12.6-Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).RL.11-12.9-Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.RL.11-12.10-By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.SL.11-12.1-Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.SL.11-12.3-Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.6-Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)SL.11-12.1a-Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.SL.11-12.1b-Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.SL.11-12.1c-Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.SL.11-12.1d-Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.W.11-12.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.W.11-12.1d-Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.W.11-12.2b-Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.W.11-12.2d-Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.W.11-12.2f-Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

interpret, analyze, evaluate literature that leads us into the modern view of American society

judge the works of this time period in relation to all the literature studied as a whole during the school year

intertextually analyze the literature of the time periods studiedintertextually analyze the pieces studied throughout the school year with the works studied in this unit

create a reflection piece of writing regarding the age group relation to the students in the Catcher in the Rye

judge the "Beat Generation" literature to see if this literature relates to standards of traditional versus new literary forms and techniques in both poetry and prose

understand the implications of newer forms of media permeating the writing culture in the latter part of the 20th century

Revisit effects of WWII, the Holocaust, dropping of the A-bomb as influential to literature from 1946-1970

Catcher in the Rye

On the Road

The Glass Menagerie

biographical information of writers studied in post-modernism - Salinger, Miller (revisit from earlier in school year), Tennessee Williams, Jack Kerouac

Performance of scenes from a play (T. Williams)

dialogue in a play

dramatic exposition in a play

stage directions in a play

economy of language in a play

Beat Generation

W.11-12.3b-Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.W.11-12.9a-Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).