· web vieweffective communication is the ultimate goal of the english language arts (ela)...

District Overview:Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Academic English 11 Description:Academic English 11, with its focus on American literature, focuses on how literature and writing is a critical indicator of cultural identity. Through both guided and independent readings of novels, short stories, poems, drama and nonfiction texts, as well as analysis of primary source documents and media, students engage in critical reflection of what it means to be an American and how the American identity has been shaped by literature. In addition, through exposure to parallel multicultural literature, students gain understanding into the global connectivity of the human condition and recognize their roles as not only citizens of America but, also, as citizens of the world. Exposure to increasingly sophisticated modes of written, oral and digital communications, as well as critical and reflective thinking, also form the foundation of creating and inspiring responsible, productive and empathetic world citizens.

In Academic English 11, students read and analyze an encompassing compendium of American literature in order to understand how literature reflects the time in which it was written and how it transmits an ever-changing national identity to the reader. Various literary movements (Oral Tradition, Romanticism, Transcendentalism, and Post-Modernism) and various genres (fiction, nonfiction, speeches, drama, and poetry) are studied in order to examine how the American identity has evolved, and students will also analyze one film in connection with literature. Multi-cultural pieces will be paired with American literature in order to gain insight into the global connectivity of mankind. Advanced literary elements will be taught, and students will analyze how such elements combine to create an effective literary work. In addition to reading comprehension strategies and critical discussion techniques, writing instruction will be featured as students learn how to write an effective analysis of literature and how to construct a well-researched, properly-cited academic paper of significant length.

Academic English 11 Units: Unit 1: I Sing a Song of Myself - The Individual, Conformity and Society Unit 2: I Have a Dream - Imagination, Aspirations and the American Dream Unit 3: What Happens to a Dream Deferred? - Nightmares and Conflicts Unit 4: Life is a Highway – Journeys of the Self, Journeys of the Mind Unit 5: Film as Literature, Literature as Film - Film Study Unit 6: The MLA Research Paper Unit 7: Academic Vocabulary (ongoing)

* Units may not necessarily occur in this order.

Subject: Academic English Grade: 11 Suggested Timeline: 6 - 8 weeks

Unit Title: I Sing a Song of Myself - Identity, Individualism, Conformity and Society

Unit Overview/Essential Understanding: This unit examines the role of the individual in society in order for students to empathetically reflect on the human condition across cultures and ethnicities. Focus will be placed on Transcendentalism and poetry as students analyze the concepts of conformity, nonconformity and modes of civil disobedience as reflected in literature. Genres of writing and modes of literature will include fiction (novel and short story), poetry, and nonfiction (essays, speeches, informational texts, memoirs, biographies, primary sources).

This unit will focus on the following essential questions: What does it mean to be “human?” How is identity created? What are the roles of minorities in creating healthy societies? What are the roles and responsibilities of the individual in society? How does literature reflect the changing identity of humanity? How can the act of writing influence societies?

Objectives: Students will analyze and discuss the Understand and analyze syntax, detail, diction and author purpose in writing. Students will appreciate and recognize various literary devices/elements and theme. Students will identify elements of transcendentalism such as the connection between people and nature, an individual's ability to think

freely, and the importance of spiritual self-reliance to the individual found in the works of American Transcendentalists. Students will articulate the predominant perspectives of these writers, to respond to them critically, and to compare and contrast one to

another. Students will place American Transcendentalists in an historical perspective, seeing how each earlier writer influenced those who

followed (within the movement and beyond). Students will identify the elements of transcendentalism as represented in present-day genres (comic strips, lyrics, and music). Students will investigate the representation of transcendentalist thought in social commentaries. Students will develop their own views on the subjects of individualism, nature, and passive resistance.

Focus Standards Addressed in this Unit: CC.1.2.11–12.A - Determine and analyze the relationship between two or more central ideas of a text, including the development and

interaction of the central ideas; provide an objective summary of the text CC.1.2.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11–12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes,

purposes, and rhetorical features CC.1.2.11–12.J - 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

CC.1.2.11–12.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools

CC.1.2.11–12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the

development and interaction of the themes; provide an objective summary of the text CC.1.3.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and

conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.H - Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major

periods of literature, including how two or more texts from the same period treat similar themes or topics CC.1.3.11–12.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading

and content, choosing flexibly from a range of strategies and tools CC.1.3.11–12.J - 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

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

accurately

CC.1.4.11–12.B - Write with a sharp, distinct focus identifying topic, task, and audience CC.1.4.11–12.C - Develop and analyze 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; include graphics and multimedia when useful to aiding comprehension

CC.1.4.11–12.D - Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.

CC.1.4.11–12.E - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.11–12.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.11–12.K - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing

CC.1.4.11–12.L - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

CC.1.4.11–12.P - Create a smooth progression of experiences or events using a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome; provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

CC.1.4.11–12.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic

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

CC.1.5.11–12.G - Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level and content

Important Standards Addressed in this Unit: CC.1.2.11–12.E - 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 CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama

CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidenceMisconceptions:

Students confuse analysis with summary Students do not see how literature is relevant and connected to their lives Students do not see literature as a mirror of the human condition

Concepts/Content: Literary interpretation,

analysis, evaluation and synthesis

Note taking skills Literary elements Author’s purpose Inferences Writing skills Speaking skills

Competencies/Skills: Differentiate between literary

analysis and literary summary Identify literary elements

within texts Take notes in order to deepen

understanding Identify literary elements,

including author’s purpose Speak and write effectively in

formal and informal situations

Description of Activities: Literary analysis paper Writing instruction in context Annotated readings Text-dependent analysis Cross-curricular activities Oral presentations Formative and summative assessments

Assessments: Formal assessments (tests, quizzes) Informal assessments (observation, participation in discussion) Writing activities and assignments Text-dependent analysis

Interdisciplinary Connections: This unit can be connected to both US History and World

History

Additional Resources: Library resources Digital resources

District approved textbook and accompanying materials


Unit Title: I Have a Dream - Imagination, Aspirations and the American Dreams

Unit Overview/Essential Understanding: This unit will focus on the time-tested concept of “the American Dream” - both the stereotype and the reality of achieving the “dream.” In addition, unit will compare American literature to multicultural literature in order to examine commonalities in the desire to achieve goals, successes and personal dreams and will analyze geographical, racial, religious and socioeconomic barriers to achieving personal goals and dream. Genres of literature and modes of writing will include fiction (novel, short story), nonfiction (informational texts, narrative nonfiction, memoirs, biographies, essays, speeches, and primary sources), poetry and drama.

This unit will focus on the following essential questions: What is “the American Dream and how has it evolved?” What historical events have shaped the evolving concept of the American Dream? How does literature shape and frame the concept of the American Dream? Is the “American Dream” solely an American concept? What dreams, goals and aspirations to non-Americans have that mark their

cultures? How the dreams and aspirations of non-Americans intersect with the “American Dream?” How are they dissimilar? Of what value is the examination of the aspirations of people of other cultures and countries?

Objectives: Based on literature, students will be able to identify commonalities in the human condition across cultures Students will be able to analyze a piece of text. Based on text analysis, students will demonstrate comprehension and understanding of text and concepts presented in text. Students will be able to write with fluency and increasing sophistication. Students will critically and reflectively participate in class discussions.



conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11–12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes,












accurately CC.1.4.11–12.B - Write with a sharp, distinct focus identifying topic, task, and audience CC.1.4.11–12.C - Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions,









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

CC.1.5.11–12.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively


CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task



whether the structure makes points clear, convincing, and engaging CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students may not understand how literature conveys history. Students may not understand the evolving concept of the “American Dream.” Students may be unable to connect the “American Dream” to the dreams of those from other nations and cultures. Students confuse analysis with summary.

Concepts/Content: Literary interpretation, analysis,

evaluation and synthesis Note taking skills Literary elements Author’s purpose Inferences Writing skills Speaking skills

Competencies/Skills: Differentiate between literary

analysis and literary summary. Take notes in order to deepen

understanding Succinctly relay main points of a

text Identify literary elements,

including author’s purpose Speak and write effectively in

formal and informal situations

Description of Activities: Literary analysis paper Writing instruction in context Annotated readings Text-dependent analysis Cross-curricular activities Oral presentations Formative and summative assessments

Assessments: Formal assessments (test, quizzes, etc.) Informal assessments (observation, participation in discussion/activities) Writing assignments and activities Text-dependent analysis activities

Interdisciplinary Connections: Additional Resources:

This unit can be connected to both US History and World History by examining historical figures and their aspirations.

Digital resources (ex: World news services - print and online) Library resources District approved materials


Unit Title: What Happens to a Dream Deferred? - Nightmares and Conflicts

Unit Overview/Essential Understanding: This unit will focus on conflict - internal and external, national and international - and how literature conveys culture in ways that inform and enlighten mankind. Focus is placed on different types of conflict and how conflict often shapes positive change in the world. In addition to

traditional literary modes of conflict (man v. man, man v. self, etc.), students will be exposed to modern conflicts (environmental, cultural, economic, political) and will utilize critical thinking skills to analyze the conflict through a variety of lenses. Students will also engage in research and will be able to identify credible sources. Genres of literature and modes of writing will include fiction (novel, short story), nonfiction (informational texts, essays, memoirs, biography, narrative nonfiction, speeches, and primary sources) and drama.

This unit will focus on the following essential questions: How does literature transmit conflict? How does conflict make societies and cultures stronger? How does studying dystopian literature teach about functional societies? Is “the pen mightier than the sword?” What is the role of the individual in effectively dealing with collective conflict? What makes a research source credible?

Objectives: Students will demonstrate understanding of how literature transmits conflict. Students will demonstrate understanding of the components of functional societies after reading dystopian literature. Students will recognize the value of the role of a single individual in society. Students will be able to analyze texts of increasing complexity. Students will be able to determine credible research sources from dubious research sources. Students will be able to critically and reflectively participate in class discussions.



conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the

course of the text CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text

CC.1.2.11–12.G - 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

CC.1.2.11–12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes,






conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to

each other and the whole CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC.1.4.11–12.A - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and




CC.1.4.11–12.E - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and

objective tone while attending to the norms of the discipline in which they are writing CC.1.4.11–12.F - Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling CC.1.4.11–12.G - Write arguments to support claims in an analysis of substantive topics CC.1.4.11–12.H - Write with a sharp, distinct focus identifying topic, task, and audience Introduce the precise, knowledgeable claim CC.1.4.11–12.K - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and

techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing




CC.1.5.11–12.A - Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance, and style are appropriate to purpose, audience, and task



whether the structure makes points clear, convincing, and engaging CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students may view all conflict as “bad”; they may not realize that some conflict is necessary in order to effect positive change. Students may not see the power of the written word in effectively transmitting and diffusing conflict. Students have a limited view of what types of conflict are presented in literature. Students have difficulty separating credible research sources from dubious research sources.


evaluation and synthesis Types of conflict Note-taking skills Author’s purpose Inferences Research strategies Writing skills Speaking skills (informed voice)

Competencies/Skills: Speak effectively Listen effectively Ask appropriate, informed

questions Take notes in order to

deepen understanding Succinctly relay main

points of a text Identify literary elements,

including author’s purpose Differentiate between

credible and dubious research sources

Description of Activities: Socratic discussions Formal and informal debates Writing instruction in context Annotated readings Text-dependent analysis Cross-curricular activities Oral presentation Formative and summative assessments

Assessments: Formal assessments (tests, quizzes, etc.) Informal assessments (observation, participation in discussions, etc.) Writing activities and assignments

Interdisciplinary Connections: Dependent upon types of conflicts studied, this unit may

intersect with both History and Science classes.

Additional Resources: Digital resources (ex: World news services - print and online) Library resources and databases District approved materials


Unit Title: Life is a Highway - Journeys of the Self, Journeys of the Mind

Unit Overview/Essential Understanding: This unit will focus on journeys - physical, emotional and spiritual. The spirit of exploration and courage will be celebrated as students analyze exploration and journey narratives, identifying the importance of exploration and the significance of recording such journeys in written form for generations to come. Internal journeys and the power of writing will be explored as students recognize the importance of personal narratives, journals and diaries as a means of self-expression; students will be encouraged to engage in similar written self-reflection as they navigate their own journeys through life. Genres of literature and modes of writing will include fiction (short story), poetry, and nonfiction (informational

texts, essays, narrative nonfiction, speeches, diaries and journals).

This unit will focus on the following essential questions: What is more important - the journey or the destination? How does the literature of exploration enlighten and inform those who read it? What benefits are derived from written self-expression? What lessons can be learned from written accounts of explorers and truth-seekers? Is the need for exploration and discovery universal and timeless?

Objectives: Students will be able to respond reflectively and critically to a range of nonfiction and fiction texts. Students will understand the characteristics of narrative writing. Students will be able to effectively communicate via narrative writing.




course of the text CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11–12.G - 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 CC.1.2.11–12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes,



CC.1.2.11–12.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading

and content, choosing flexibly from a range of strategies and tools CC.1.2.11–12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the













CC.1.4.11–12.K - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and



CC.1.4.11–12.M - Write narratives to develop real or imagined experiences or events CC.1.4.11–12.N - Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or

multiple points of view, and introducing a narrator and/or characters CC.1.4.11–12.O - Use narrative techniques such as dialogue, description, reflection, multiple plotlines, and pacing to develop

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




CC.1.5.11–12.C - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, 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



whether the structure makes points clear, convincing, and engaging CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,

development, substance, and style are appropriate to purpose, audience, and task

CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence

Misconceptions: Students may see no value in analyzing exploration accounts that were written centuries ago. There is no value in diary and journal writing. Writing is something done in English class; it has no “real world” significance in my life I do not have a personal story to tell. Misunderstanding of the nuances between creative writing and narrative writing.


evaluation and synthesis Modes of writing Narrative v. creative writing Note-taking skills Author’s purpose Intersection of literature and

history Writing skills Speaking skills

Competencies/Skills: Speak effectively Listen effectively Analyze reflective writing Write a narrative piece Take notes in order to

deepen understanding Succinctly relay main

points of a text Identify literary elements,

including author’s purpose

Description of Activities: Writing instruction in context (narrative writing) Annotated readings Text-dependent analysis Cross-curricular activities Oral presentation Formative and summative assessments

Assessments: Formal assessments (tests, quizzes, etc.) Informal assessments (observation, participation in discussions, etc.) Writing activities and assignments

Interdisciplinary Connections: This unit intersects with Psychology, Sociology, US History and

World History.

Additional Resources: Digital resources Library resources and databases District approved materials


Unit Title: Film as Literature, Literature as Film - A Film Study

Unit Overview/Essential Understanding: This unit will focus on the intersection between literature and film and the literary components in common with both. Students will view a film adaptation of a respected piece of literature (fiction or nonfiction) and will engage in guided analysis of selected film in context with its literary predecessor. Students will analyze how a director has chosen to convey characterization, plot, conflict and setting, in addition to more sophisticated literary elements such as foreshadowing, irony and symbolism. Students will read excerpts from the associated piece of literature and reflect on how such directorial choices enhance or detract from the author’s intended story and/or message.

This unit will focus on the following essential questions:

Why can’t we just watch the movie? How does a director’s choices either enhance or detract from the theme or narrative of a piece of literature? What literary elements should a piece of literature and its accompanying film adaptation have in common? What can be gained from reading literature than cannot be gained by watching a film? What can be gained from watching a film that cannot be gained by reading a piece of literature?

Objectives: Students will recognize the writing process that takes place when converting a novel to film. Students will analyze and understand how and why film directors make specific choices in converting novels to film. Students will identify literary elements within a film Students will compare and contrast a film and its original source for effectiveness. Students will be able to reflectively and critically participate in discussions.



conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11–12.G - 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 CC.1.2.11–12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the


conclusions based on and related to an author’s implicit and explicit assumptions and beliefs CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.G - 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.)

CC.1.3.11–12.H - Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics

CC.1.3.11–12.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools

CC.1.3.11–12.J - 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




CC.1.4.11–12.D - Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create

a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension.






CC.1.4.11–12.Q - Write with an awareness of the stylistic aspects of writing. Use parallel structure. Use various types of phrases and clauses to convey specific meanings and add variety and interest. Use precise language, domain specific vocabulary, and techniques

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

CC.1.4.11–12.T - 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


CC.1.5.11–12.C - Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitative, 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

CC.1.5.11–12E - Adapt speech to a variety of contexts and tasks CC.1.5.11–12.F - Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning,

and evidence CC.1.5.11–12.G - Demonstrate command of the conventions of standard English when speaking based on Grades 11–12 level


whether the structure makes points clear, convincing, and engaging CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,


and evidence

Misconceptions: Students often think that a film adaptation of a piece of literature will not differ from the literature it conveys. Students are not often able to identify the common literary elements in both a film and its literary predecessor. Students may think that films simply “appear” on screen; they do not consider the various choices a director must make in effectively

bringing a story from the page to the screen. Students tend to think that the film is “always” better than the book.


evaluation and synthesis Directorial choices Author’s and filmmaker’s purpose Writing skills Speaking skills

Competencies/Skills: Speak effectively Listen effectively Analyze, both orally and in

writing, directorial choices Identify literary elements,

including author’s/filmmaker’s purpose

Understand difference between summarizing and analyzing

Description of Activities: Writing instruction in context (film v. literature analysis) Annotated readings Analytical viewing of a film Cross-curricular activities Oral presentation Formative and summative assessments

Assessments: Formal assessments (tests, quizzes) Informal assessments (observation, participation in discussion)

Film analysis paper

Interdisciplinary Connections: Dependent upon the film/literature pairing, this unit may

intersect with any major discipline.

Additional Resources: Digital resources Library resources and databases District approved materials

Subject: Academic English Grade: 11 Suggested Timeline: 4 - 6 Weeks

Unit Title: The MLA Research Paper

Unit Overview/Essential Understanding: This unit will focus on all stages of creating a formal research paper of significant length on a selected topic. Processes covered will include selecting an appropriate topic, differentiating between credible and dubious research, properly formatting notecards and outlines, effectively and properly citing sources both within the paper and in an appropriate works cited page, understanding the nature of plagiarism and how it can be avoided, and preparing a paper for final submission. Modes of writing are argumentative or expository.

This unit will focus on the following essential questions: Why is it important to understand the difference between credible research and dubious research? How can a writer identify credible research sources? What is plagiarism and how can the writer avoid unintentionally plagiarizing? How does a writer utilize research in order to effectively present an argument? What are the stages of creating an effective research paper?

Objectives: Students will demonstrate mastery of all components required to write a research paper (citing sources, creating notecards, creating

outlines, composing thesis statements, doing research, citing sources in-text and parenthetically, presenting counter-arguments) Students will be able to discern between credible and dubious research sources, MLA formatting). Students will be able to utilize conventions of grammar, usage, mechanics and spelling in an extended writing piece.




course of the text CC.1.2.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.2.11–12.G - 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 CC.1.2.11–12.H - Analyze seminal texts based upon reasoning, premises, purposes, and arguments

CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features

CC.1.2.11–12.J - 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


CC.1.3.11–12.A - Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction of the themes; provide an objective summary of the text

CC.1.3.11–12.B - Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and beliefs

CC.1.3.11–12.D - Evaluate how an author’s point of view or purpose shapes the content and style of a text CC.1.3.11–12.E - Evaluate the structure of texts including how specific sentences, paragraphs, and larger portions of the texts relate to









CC.1.4.11–12.E - Write with an awareness of the stylistic aspects of composition. Use precise language, domain specific vocabulary, and



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

CC.1.4.11–12.J - Create organization that logically sequences claim(s), counterclaims, reasons, and evidence; use words, phrases, and clauses as well as varied syntax to link the major sections of the text to create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims; provide a concluding statement or section that follows from and supports the argument presented






whether the structure makes points clear, convincing, and engaging CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,


and evidence

Misconceptions: Students often think that sites such as Google and/or Wikipedia are appropriate to cite as research. Students may think any information found on the Internet are credible sources appropriate for citation. Students do not understand the nature of “unintentional” plagiarism and the potential consequences of plagiarism. Students do not see the importance (especially if he or she is not planning on attending college) of writing a well-researched paper in

which ideas are clearly and effectively presented to the reader. Students do not realize that there are different academic formats for academic papers (MLA, APA, Chicago Style, etc.).

Concepts/Content: Research skills Credible v. dubious research Proper methods of citation Knowledge of what constitutes

plagiarism Writing skills Oral defense of paper

Competencies/Skills: Speak effectively Listen effectively Utilize sophisticated

writing techniques Conduct effective research Proper citation of research Effectively navigating all

stages of creating research paper

Description of Activities: Understand resources that high school library offers Complete research sheets documenting knowledge of

what constitutes credible research Select and appropriate topic for paper Create a strong thesis statement that will support

research paper Create formal outline and notecards in context with

topic of paper Properly cite all sources thereby avoiding plagiarism Create a draft of research paper in advance of teacher

conference Create a final research paper after conferencing with

teacher Orally defend topic of paper (if argumentative)

Assessments: Formal assessment - final copy of junior research paper Informal assessment – point checks on benchmarks, observation, conferencing

Interdisciplinary Connections: Dependent upon research paper topic and mode, this unit may

intersect with any major discipline and with vocational education.

Additional Resources: Digital resources (ex: www.purdueowl.com) Library resources and databases Librarian District approved materials

Subject: Academic English Grade: 11 Suggested Timeline: Ongoing throughout school year

Unit Title: Academic Vocabulary

Unit Overview/Essential Understanding:

Throughout this year-long unit, students will demonstrate mastery of new vocabulary, be able to identify synonyms and antonyms for vocabulary words, be able to identify the part of speech for each vocabulary work, understand how to use and create analogies, spell vocabulary words correctly, and effectively utilize vocabulary words in sentences, written work and communication, and oral communication.

This unit will focus on the following essential questions: Why is it important to have a wide, sophisticated vocabulary? How can a strong vocabulary positively impact a student’s future?

Objectives: Students will demonstrate mastery of higher level vocabulary words. Students will pronounce, define and spell new vocabulary words that are SAT-level words. Students will identify synonyms for new words and identify antonyms for the same new words. Students will integrate the new words into their writing.

Focus Standards Addressed in this Unit: CC.1.2.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.2.11–12.J - Acquire and use accurately general academic and domain specific words and phrases, sufficient for reading, writing,



CC.1.3.11–12.F - Evaluate how words and phrases shape meaning and tone in texts CC.1.3.11–12.J - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,


CC.1.3.11–12.K - Read and comprehend literary fiction on grade level, reading independently and proficiently

Important Standards Addressed in this Unit: CC.1.5.11–12.D - Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization,


and evidenceMisconceptions:

Students often think vocabulary words are meant to be memorized, then forgotten after the test. Students do not understand how possessing and using a sophisticated vocabulary can positively impact their futures both in the world of

higher education and in the work force. Students do not understand how understanding parts of speech can help them utilize vocabulary words more effectively.

Concepts/Content: Synonyms, antonyms, parts of

speech, and analogies Proper word usage Proper spelling

Competencies/Skills: Demonstration of proper

vocabulary usage Effective use new

vocabulary in academic environment and daily life

Understand how analogies work

Learn spelling techniques

Description of Activities: Regular vocabulary instruction and practice Regular vocabulary tests Required new vocabulary usage in writing assignments

Assessments: Formal – vocabulary quizzes, tests, projects, activities Informal – vocabulary completion checks

Interdisciplinary Connections: It is expected that students will demonstrate mastery of

vocabulary words by utilizing new words in all classes.

Additional Resources: Digital resources District approved resources

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