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1 |Revised April 2013, Hotlinks updated May, 2014
Joint School District No. 2
English Language Arts Curriculum
English 11
Revised 2012-13
Curriculum Revision Committee: David Knife, Central Academy Kristina Haasakker, Centennial High School Josh McDonald, Eagle Academy Debra Smith, Meridian High School Kristin Galloway, Mountain View High School Nicole Thomas, Mountain View High School Justin Tharpe, Rocky Mountain High School Suzanne Mackelprang, Academic Coach Laura Gilchrist, English Language Arts Curriculum Coordinator
Quarter 1 Quarter 2 Quarter 3 Quarter 4 What is
Happiness/Success/ Freedom?
The Individual and Society
Assimilation and Cultural Identity
The Future of the American Dream
Table of Contents Page Scope and Sequence 2-4 Unit 1 5-12 Unit 2 13-23 Unit 3 24-33 Unit 4 34-44
2 |Revised April 2013, Hotlinks updated May, 2014
ELA Scope and Sequence Grade 11
F indicates that the standard is a focus standard and will be explicitly
taught during the unit. X indicates that this standard will be met
through throughout the year, but will not be explicitly taught; rather,
teachers will need to ensure that students are meeting these
standards as a result of explicit instruction through other standards.
Standard Unit 1 Unit 2 Unit 3 Unit 4
Reading Literature
1 F F x F
2 F x x F
3 F x F
4 F x x
5 F x
6 F x x x
7 F x
8 n/a n/a n/a n/a
9 F F x
10 x x x x
Standard Unit 1 Unit 2 Unit 3 Unit 4
Reading Informational Text
1 x x F F
2 F F F
3 x x F x
4 x F F x
5 F F F
6 x F x
7 x F x F
8 F x
9 F F
10 x x x x
3 |Revised April 2013, Hotlinks updated May, 2014
Standard Unit 1 Unit 2 Unit 3 Unit 4
Writing
1 x x x F
1a x F
1b x F
1c x F
1d x F
1e x F
2 F F
2a F F
2b F F
2c F F
2d F F
2e F F
2f F F
3 F
3a F
3b F
3c F
3d F
3e F
4 x F F F
5 x F F F
6 x F F
7 x F F
8 x x F
9 F F F
9a F
9b F
10 x x x x
4 |Revised April 2013, Hotlinks updated May, 2014
Standard Unit 1 Unit 2 Unit 3 Unit 4
Speaking and Listening
1 x F x F
1a x F F
1b F x F
1c x x F
1d x x F
2 x x F
3 x F
4 x x x F
5 x x x F
6 x F
Standard Unit 1 Unit 2 Unit 3 Unit 4
Language
1 x F F F
1a x x F F
1b x x F F
2 x x F F
2a x x F F
2b x x F F
3 x F x
3a x F x
4 x x
4a x x x x
4b x x x x
4c x x x x
4d x x x x
5 x F
5a x F
5b x x x x
6 F F
5 |Revised April 2013, Hotlinks updated May, 2014
Grade 11 Unit 1
What is Happiness/Success/Freedom?
“I'm on the pursuit of happiness and I know everything that shine ain't
always gonna be gold.” ~Kid Cudi
OVERVIEW In this unit students will explore the roles happiness, success and freedom play in the pursuit of
the American Dream. Students will read several works of fiction and informational text as
they examine how rhetoric is used to provide answers to the question: What is the American
Dream and how is it attained?
ENDURING UNDERSTANDINGS There is a difference between happiness and fun.
An individual’s drive for material and economic success may interfere with attaining
happiness.
Although cultures differ in their definition of happiness and the extent of freedoms
offered, freedom and control over one’s destiny can provide happiness.
Some cultures privilege other values over individual freedom.
Some cultures are hierarchical in the distribution of power and some others are
egalitarian.
Rhetoric is used to define happiness, freedom and success in both narrative and
informational text structure.
ESSENTIAL QUESTION How is rhetoric used to promote the concepts of the American Dream, freedom
and/or happiness?
GUIDING QUESTIONS How do you define happiness?
In what ways are happiness and fun similar and different?
To what extent is one’s happiness dependent on outside forces?
How might society’s drive for material and economic success interfere with or
enhance happiness?
What is freedom?
To what extent is freedom necessary in order to achieve happiness or success?
Is the pursuit of happiness an inalienable right? If so, why? If not, why not?
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary
aphorism
egalitarian
Federalism
hierarchy
natural law
Writing Vocabulary
alliteration*
allusion*
anaphora
assonance
claim*
evidence*
emotional appeal*
logical appeal*
metaphor*
parallelism*
rhetoric*
rhetorical question
STUDENTS WILL BE ABLE TO DO THE FOLLOWING
6 |Revised April 2013, Hotlinks updated May, 2014
Reading: Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary
of the text.
Craft and Structure
RL.11-12.6 Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Integration of Knowledge and Ideas
RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or
live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text. (Include at least one play by Shakespeare and
one play by an American dramatist.)
Range of Reading and Level of Text Complexity
RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics.
Reading: Informational Text
Integration of Knowledge and Ideas
Craft and Structure
RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
Integration of Knowledge and Ideas RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning (e.g., in U.S.
Supreme Court majority opinions and dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The Federalist, presidential
addresses).
RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S.
documents of historical and literary significance (including The Declaration of
Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes, purposes, and rhetorical features.
7 |Revised April 2013, Hotlinks updated May, 2014
Writing
Text Types and Purposes
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
W.11-12.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of view,
and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences, events, and/or characters.
W.11-12.3.c Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and
outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3.d Use precise words and phrases, telling details, and sensory language to convey
a vivid picture of the experiences, events, setting, and/or characters.
W.11-12.3.e Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-making,
set clear goals and deadlines, and establish individual roles as needed.
SUGGESTED WORKS ADOPTED RESOURCES
Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice Hall
(11th Grade)
Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not need to
use all of them in this unit. These texts, however, should not be used in any other unit.
The Great Gatsby by F. Scott Fitzgerald (Lexile Level1070)
Of Mice and Men by John Steinbeck (Lexile Level 630)
SUPPORTING TEXTS
Short Stories
“Bernice Bobs Her Hair” by F. Scott Fitzgerald:
http://jerz.setonhill.edu/resources/texts/fitzgerald_fs_bbhh/index.html
“The Corn Planting” by Sherwood Anderson (PH, p. 735)
“The End of Something” by Ernest Hemingway:
http://www.repeatafterus.com/title.php?i=8752
“The Short Happy Life of Francis Macomber” by Ernest Hemingway:
http://www.uta.fi/FAST/US1/REF/macomber.html
“Winter Dreams” by F. Scott Fitzgerald (PH, p. 670)
8 |Revised April 2013, Hotlinks updated May, 2014
Western Expansion Stories: New Perspectives on the West:
http://www.pbs.org/weta/thewest/lesson_plans/
Novels
My Antonia by Willa Cather (Lexile Level 1010)
Selections from In Our Time by Ernest Hemingway
The Grapes of Wrath by John Steinbeck (Lexile Level 680)
Poems
“anyone live in a pretty how town” by e. e. cummings (PH, p. 694)
Black Cat Poems: Poems by T. S. Eliot:
http://www.blackcatpoems.com/e/t_s_eliot.html
Hello Poetry: e.e. cummings: http://hellopoetry.com/-e-e-cummings/
“I, Too” by Langston Hughes (PH, p. 419)
“The Red Wheelbarrow” by William Carlos Williams (PH, p. 662
“Refuge in America” by Langston Hughes (PH, p. 662)
“Richard Cory” by E.A. Robinson (P.H., p. 607)
Spoon River Anthology: http://spoonriveranthology.net/spoon/river/
“Upon the Burning of Our House” by Anne Bradstreet:
http://classiclit.about.com/library/bl-etexts/abradstreet/bl-abradstreet-
upontheburning.htm
Plays
The Glass Menagerie by Tennessee Williams
Our Town by Thornton Wilder
Nonfiction
Democracy in America by de Tocqueville: http://www.gutenberg.org/files/815/815-
h/815-h.htm
from “The Autobiography” by Benjamin Franklin (PH, p. 131)
from “The Crisis, Number 1” by Thomas Paine (PH, p. 144)
“Letters from an American Farmer” by Jean Crevecoeur (PH, p. 197)
Outliers by Malcolm Gladwell (excerpts only)
Poor Richard’s Almanac by Benjamin Franklin (PH, p. 188)
Quotes from Outliers by Malcolm Gladwell:
http://www.goodreads.com/work/quotes/3364437-outliers
“Speech in the Virginia Convention” by Patrick Henry (PH, p. 169)
“The Constitution”: Document Library: Founding Era:
http://teachingamericanhistory.org/library/index.asp?category=1 (Many documents
are at this site, such as the Constitution, the Declaration of Independence, The
Federalist Papers, and the writings of several prominent citizens, including George
Washington, Thomas Jefferson, John Adams and Benjamin Franklin.)
The Declaration of Independence” (PH, p. 140)
“The Gettysburg Address” (PH, p. 480)
“The Harvest Gypsies”: http://ebookbrowse.com/the-harvest-gypsies-doc-d50572686
(can be downloaded from this site)
“The Magna Carta”:
http://www.teachingamericanhistory.org/library/index.asp?document=142
“The Mayflower Compact”:
http://teachingamericanhistory.org/library/index.asp?document=143
The Things They Carried by Tim O’Brien (excerpts only)
9 |Revised April 2013, Hotlinks updated May, 2014
DIGITAL CONTENT
Media/Films: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery Education
are approved.
Scenes from The Pursuit of Happyness (2006, PG-13)
Music
“Richard Cory” by Simon and Garfunkel: http://youtu.be/euuCiSY0qYs
Websites
Online Writing Lab at Purdue: “Rhetorical Situations”
http://owl.english.purdue.edu/owl/resource/625/01/
“Great Books: The Great Gatsby”:
http://app.discoveryeducation.com/player/view/assetGuid/1477F863-60DC-4467-
8EC3-EAEA057F4775
“The Great Gatsby”: (Themes listed at this website) (Log on to discovery Ed and search
for this title.)
“Making Myths: The West in Public and Private Writings”:
http://www.pbs.org/weta/thewest/lesson_plans/lesson06.htm (Very thorough lesson
plans which focus on authors such as Zane Grey and Willa Cather, etc.)
“Mark Twain and the American West”:
http://www.pbs.org/weta/thewest/lesson_plans/lesson02.htm
The Story Behind The Grapes of Wrath: (Log on to discovery Ed and search for this
title.)
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY
1. Class Bill of Rights (W.11-12.1.d, RL.11-12.9, SL.11-12.1.b): After reading and analyzing The
Bill of Rights, students apply the ideas behind the Bill of Rights, have the class come up
with a list of rights that every student should have within the classroom. These rights should
promote freedom (collective and individual), responsibility, and opportunities to pursue
happiness/ success.
READING STRATEGY FOCUS
Literature
1. Themes/Central Ideas (RL.11-12.1, RL.11-12.2, RI.11-12.1,): Read from Steinbeck’s “The
Harvest Gypsies”, citing strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text. How are these
central ideas related to George and Lennie’s pursuit of happiness/success in Of Mice
and Men. Compare and contrast what Steinbeck says about happiness and success
to Crevecoeur’s “Letters from an American
Farmer.” What conclusions can you draw from the text about happiness, success and
the American Dream?
2. My American Dream (RL.11-12.9, RI.11-12.7, W.11-12.3, SL.11-12.5): After reading
several texts for the unit, students determine the role that happiness, success, and
freedom play in the American Dream and provide a reflection of what their American
Dream consists of. Using Tagul.com, a web service that enables one to create word
clouds, students insert their text and create a visual representation of their vision.
10 |Revised April 2013, Hotlinks updated May, 2014
3. Themes in Great Gatsby (RL.11-12.2, RL.11-12.10): Determine two or more themes or
central ideas of The Great Gatsby, and analyze their development over the course of
the novel, including how they interact and build on one another to produce a
complex account. Scaffold students’ abilities to find textual evidence to support
central ideas and themes by writing 1-2 themes on the top of a large piece of paper.
Post the papers throughout the room. As students read the novel, have them write
quotes or paraphrases from the novel that support the theme on the large paper.
Students can then finish the work on their own, and use their evidence to write an
analysis of how two of the themes develop throughout the text and how they interact
and build on one another. Suggested Resources: The Great Gatsby; Great Books The
Great Gatsby (video): (Log on to discovery Ed and search for this title.)
4. Inference (RL.11-12.1): Cite strong and thorough textual evidence to support analysis
of what the text says explicitly as well as inference drawn from the text, including
determine where the text leaves matters uncertain. Using textual evidence collected
and inferences drawn, students create a foldable showing explicit and inferred
information. On the cover of the foldable, write what the text says explicitly. In the
hidden area, write what is inferred and or left uncertain. Many possible foldable book
options are on the Internet. See
http://www.youtube.com/watch?feature=player_embedded&v=X6vvv_HhYfs for an
example of a “Secret Door Foldable.” Suggested Works: “The End of Something”,
“Bernice Bobs Her Hair”, or The Great Gatsby.
5. Decisions (RL.11-12.5, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d): In a small
group, discuss the choices an author makes in such areas as where to begin or end a
story and to provide a comedic or tragic resolution. How do these contribute to the
overall structure, meaning and aesthetic impact? Alternative Individual Assignment:
Create a flow chart showing how the author’s choices contribute to the overall
structure, meaning and aesthetic impact. Suggested Works: “Bernice Bobs Her Hair”,
“Short Happy Life of Francis Macomber”
6. Compare and Contrast (RL.11-12.7): Read Of Mice and Men and watch a movie
version. In an expository essay, compare and contrast the novel to the movie version
and then evaluate how each interprets the text.
7. Point of View: What I Meant vs. What I Said (RL.11-12.6): In order to analyze a case in
which grasping point of view requires distinguishing what is directly stated in a text
from what is really meant in a text, students use a two column chart to track explicit
and inferential information. Title one column “What is Directly Stated” and the other
column “What is Really Meant.” Read a section of a selected text and when what is
directly stated differs from what is really meant, fill in the chart by writing exactly what
was stated in the first column, and what was really meant in the second column. Then
write a short paragraph analyzing the role point of view plays in understanding what is
directly stated and what is really meant. Suggested Works: Of Mice and Men, The
Great Gatsby, “Winter Dreams.”
11 |Revised April 2013, Hotlinks updated May, 2014
Informational
1. Persuasive Letter (RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.8, RI.11-12.9, W.11-12.1,
W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-
12.2.b, L.11-12.3): Read several important speeches and texts from the American
Revolution, and analyze the rhetoric and rhetorical devices used in each. Imagine
that you are an early American colonist. Write a letter to a family member or friend
persuading him or her to join your fight for American independence. Use at least three
rhetorical devices in your letter. Suggested Works: Purdue’s OWL “Rhetorician
Situations” (http://owl.english.purdue.edu/owl/resource/625/01/), “The Crisis, Number
1”, “Speech in the Virginia Convention”, “Letters from an American Farmer”;
Mandatory Works to meet RI.11-12.9: The Declaration of Independence, and The
Constitution. Relate the main ideas of the text back to the other works read for this
unit. To what extent does each text support the Enduring Understandings for the unit?
2. The Declaration of Independence (RI.11-12.5, RI.11-12.9): Analyze The Declaration of
Independence for its theme and purpose in written form, including the use of parallel
structure. Relate the main ideas of the text back to the other works read for this unit.
To what extent does each text support the Enduring Understandings for the unit?
Support ideas with evidence from the text.
WRITING STRATEGY FOCUS
1. Short Story (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e, W.11-12.10,
L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a
narrative in the style of Tim O’Brien’s short story “Ambush.” Use narrative techniques to
develop experiences, events, and/or characters. Use precise words and phrases,
telling details, and sensory language to convey a vivid picture of experiences, events,
and setting. Support ideas with evidence from the text.
2. Building a Better Me (W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d, W.11-12.3.e,
W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-
12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3): Write a narrative chronicling a self-
improvement project in the style of Benjamin Franklin, developing real experiences
and events using effective techniques, well-chosen details, and well-structured events.
Use narrative techniques, such as dialogue, pacing, description, and reflection to
develop experiences, events, and characters. Create a blog on blogspot.com to
publish individual narratives.
3. Fact-Based Narrative (W.11-12.3, W.11-12.3.a, W.11-12.3.b, W.11-12.3.c, W.11-12.3.d,
W.11-12.3.e, W.11-12.4, W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-
12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5, L.11-12.5.a): After reading Steinbeck’s
“The Harvest Gypsies,” write a narrative text from the point of view of one of the
residents of the camp. This narrative needs to establish a problem, introduce the
narrator and/or characters, and establish a smooth progression of events. Use
narrative techniques, such as dialog, pacing and description. Sequence events so
that they build towards a particular tone or outcome. Use precise language, and
include a conclusion.
12 |Revised April 2013, Hotlinks updated May, 2014
SPEAKING AND LISTENING ACTIVITIES
1. The Pursuit of Happiness: (SL.11-12.4, SL.11-12.6): After reading several texts for the
class, students answer the essential question “What is happiness” in a multi-media
research project presentation. Present information, findings, and supporting evidence,
conveying a clear and distinct perspective such that listeners can follow the line of
reasoning, making strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
2. Alternatives (RL.11-12.2, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d):
In small groups discuss how the story in one of the selected novels develops in
relationship to where it is set, how the action is ordered, how the characters are
introduced and developed, etc. Also discuss how the author might have done this
differently, and how the story might have developed based on alternative choices for
these actions. Present the group’s ideas to the class. Suggested Works: The Great
Gatsby, Of Mice and Men
3. Guilty or Not Guilty: (SL.11-12.4): Conduct a mock trial in which Tom Buchanan (The
Great Gatsby) or George Milton (Of Mice and Men) is each put on trial for murder. Use
ample textual evidence.
SBAC PERFORMANCE ASSESSMENT PREP
1. Freedom, Happiness, Success (RL.11-12.1, RL.11-12.10, RI.11-12.1, RI.11-12.10, W.11-12.2,
W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-
12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a): Read several
selections with similar topics, and synthesize information from at least three of them into
an essay exploring how the author/speaker of each addresses the role that success,
freedom and happiness play in attaining the American Dream. Use ample textual
evidence. Suggested Works: “The Harvest Gypsies”, The Declaration of Independence,
The Constitution, “Speech in the Virginia Convention”, “Richard Cory”, “I, Too”, “The Crisis,
Number 1”
13 |Revised April 2013, Hotlinks updated May, 2014
Grade 11, Unit 2
The Individual & Society
If a man does not keep pace with his companions, perhaps it is
because he hears a different drummer. Let him step to the
music which he hears, however measured or far away.
--Henry David Thoreau
OVERVIEW This unit will be taught in 2rd quarter as the natural next step in the curricular
sequence. Students will explore the question of where individualism and
community (responsibilities) collide through reading fiction and non-fiction and
writing informational texts.
ENDURING UNDERSTANDINGS Man and society often experience a tension or conflict between spiritual and
material motivations (moral dilemma).
The struggle with and resolution of moral and ethical dilemmas forges a
character.
Individual beliefs and values can change society.
The pursuit of economic success can interfere with or promote one’s beliefs and
values.
Individuals expressing beliefs and values often create conflict within a society.
ESSENTIAL QUESTIONS How can I remain true to myself and still answer to the demands of society?
When or under what circumstances should being an individual outweigh the
need to conform to societal expectations?
GUIDING QUESTIONS How simply can you live? How much stuff do you need?
What is the relationship between personal freedom and social responsibility?
When does the need for social order transcend the need for individual
freedoms?
Is the restriction of freedom ever a good thing? Why or why not?
Are there limits to personal freedoms? Explain.
To what extent is the American Dream an individual pursuit or a collective idea?
To what do we owe our allegiance: Our conscience, the law, or something else?
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary
beliefs
conform/conformity
dilemma
ethics
integrity
morals
transcend
values
Writing Vocabulary
claim*
denotation*
digital media
evaluate
evidence*
inquiry
integrate
synthesize*
warrant Language
Vocabulary
conventions*
syntax
usage
14 |Revised April 2013, Hotlinks updated May, 2014
STUDENTS WILL BE ABLE TO DO THE FOLLOWING
Reading: Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
Craft and Structure
RL.11-12.4 Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
RL.11-12.5 Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
Integration of Knowledge and Ideas
RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or
more texts from the same period treat similar themes or topics.
Reading: Informational Text
Key Ideas and Details
RI.11-12.2 Determine two or more central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to provide a complex analysis; provide an objective
summary of the text.
Craft and Structure
RI.11-12.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an
author uses and refines the meaning of a key term or terms over the course
of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in
his or her exposition or argument, including whether the structure makes
points clear, convincing, and engaging.
Integration of Knowledge and Ideas
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.
15 |Revised April 2013, Hotlinks updated May, 2014
Writing
Text Types and Purposes
W.11-12.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content
W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W.11-12.2.b Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
the topic.
W.11-12.2.c Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2.e Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
Production and Distribution of Writing
W.11-12.4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Research to Build and Present Knowledge
W.11-12.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9.a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
16 |Revised April 2013, Hotlinks updated May, 2014
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
SL.11-12.1.a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
Language
Conventions of Standard English
L.11-12.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
SUGGESTED WORKS ADOPTED RESOURCES
Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice
Hall (11th Grade)
Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. These texts, however, should not be used in any
other unit.
“Civil Disobedience” by Thoreau (PH, p. 380, Lexile 1340)
“Nature” by Emerson (PH, p. 364, Lexile 1140)
“Self Reliance” by Emerson (PH, p. 366, Lexile 1140)
The Crucible by Arthur Miller (Lexile Level 990)
Walden by Henry David Thoreau (PH, p. 374, Lexile 1200)
SUPPORTING TEXTS
Novels
Billy Budd by Herman Melville (Lexile Level 1450)
The Adventures of Huckleberry Finn by Mark Twain (Lexile Level 990)
The Awakening by Kate Chopin (Lexile Level 911)
The Scarlett Letter by Nathaniel Hawthorne (Lexile Level 1420)
Drama
Our Town by Thornton Wilder
Short Stories
“A Wagner Matinee” by Willa Cather: http://cather.unl.edu/ss011.html
“Story of an Hour” by Kate Chopin (PH, p. 593)
“The Fall of the House of Usher” by Edgar Allen Poe (PH, p. 297)
Historical Fiction
“Coup de Grace” by Ambrose Bierce:
http://www.classicreader.com/book/1168/1/
17 |Revised April 2013, Hotlinks updated May, 2014
Poems
Emily Dickinson Selections: (PH, “I heard a Fly buzz—when I died—” p. 396,
“Because I could not stop for Death,” p. 397, “My life closed twice before its
close—” p.398, The Soul selects her own Society—” p. 398, “There’s a certain
Slant of light,” p. 399, “There is a solitude of space” p. 400, “The Brain—is wider
than the Sky—” p. 400, “Water, is taught by thirst.” p. 401)
“Howl” by A. Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308
“Leaves of Grass,” by Walt Whitman (PH, p. 406)
“PoemHunter.com: Ralph Waldo Emerson”:
http://www.poemhunter.com/ralph-waldo-emerson/
“PoemHunter.com: Walt Whitman”: http://www.poemhunter.com/walt-
whitman/
Robert Frost Selections: (PH, “Birches,” p. 804, “Mending Wall,” p. 806, “Out, Out,”
p. 808, “Stopping by Woods on a Snowy Evening,” p. 810, “Acquainted With the
Night, p. 811, “The Gift Outright,” p. 812)
“Half-Hanged Mary”:
http://www.huffenglish.com/handouts/halfhangedmary.pdf
“The Raven” by Edgar Allen Poe (PH, p. 309)
“The Rose That Grew from Concrete” by Tupac Shakur:
http://www.sing365.com/music/lyric.nsf/The-Rose-that-Grew-from-Concrete-
lyrics-2Pac/805AB5EE1B84DB5D48257042002E8568 (also available in song format)
“We Wear the Mask” by Paul Dunbar (PH, p. 601)
Nonfiction
“Letter from Birmingham City Jail” (PH, p. 157)
Novel Units
The Scarlett Letter: Discovery Education:
http://www.discoveryeducation.com/teachers/free-lesson-plans/the-scarlet-
letter.cfm
Picture Books
Henry Climbs a Mountain, Henry Hikes to Fitchburg, Henry Builds a Cabin by D. B.
Johnson
Hooray for Diffendoofer Day! by Dr. Seuss
Where the Wild Things Are by Maurice Sendak
DIGITAL CONTENT
Art/Photos
“American Gothic”: http://www.artic.edu/aic/collections/artwork/6565
“The Raft of the Medusa” by Theodore Gericault:
http://www.louvre.fr/en/oeuvre-notices/raft-medusa
“The Scream” by Edvard Munch: http://en.wikipedia.org/wiki/The_Scream
“The Wanderer Above the Sea of Fog” by Caspar David Friedrich:
http://en.wikipedia.org/wiki/File:Caspar_David_Friedrich_032_(The_wanderer_ab
ove_the_sea_of_fog).jpg
18 |Revised April 2013, Hotlinks updated May, 2014
Media/Films: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
Steve Jobs introduces “Think Different”—Apple Special Event excerpts:
http://youtu.be/YcneYcl23MU
o http://youtu.be/SswMzUWOiJg: o http://youtu.be/l3jjKuTAPHA
“American History: Colonial America: Salem Witch Trials” (32 min 21 sec): (Log
on to Discovery Ed and search for this title.)
Quotes about Individuality: http://www.goodreads.com/quotes/tag/individuality
“Salem Witch Trials” (26 min) (includes a teacher’s guide and how to use The
Crucible with this video): (Log on to Discovery Ed and search for this title.)
Websites
“Arthur Miller: Are You Now or Were You Ever?”:
http://www.writing.upenn.edu/~afilreis/50s/miller-mccarthyism.html
“Arthur Miller’s The Crucible: Fact and Fiction”: http://www.17thc.us/docs/fact-
fiction.shtml
“Case 39: Rebecca Nurse” (several other cases are available at this site):
http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html
“Chart: The Second Red Scare, 1939-1954”:
http://faculty.polytechnic.org/gfeldmeth/chart.mccarthyism.pdf
“Conformity and Obedience” (only first section on conformity):
http://webspace.ship.edu/cgboer/conformity.html
“Death Warrant for Sarah Good, Rebecca Nurse, Susannah Martin, Elizabeth
How, and Sarah Wilds”: http://etext.virginia.edu/etcbin/toccer-
new2?id=BoySal2.sgm&images=images/modeng&data=/texts/english/modeng/
oldsalem&tag=public&part=49&division=div2
“Individuality and Social Conformity” by Ashol Natarajan:
http://www.worldacademy.org/forum/individuality-and-social-conformity
“Salem Witch Trials: Documentary Archive and Transcription Project” (contains
original historical documents of the Salem Witch Trials and additional cases):
http://teachinghistory.org/history-content/website-reviews/14606
“Teaching the Crucible with the New York Times” (Many resources are included):
http://learning.blogs.nytimes.com/2011/05/12/teaching-the-crucible-with-the-
new-york-times/
“The Crucible Anticipation and Reaction Guide”:
http://www.webenglishteacher.com/crucible.html
“The Crucible: Lesson Plans and Teaching Resources” (multiple links, including
Character Recipe): http://www.webenglishteacher.com/crucible.html
“The Salem Witchcraft Papers, Volume 2” (contains transcripts relating to Sarah
Good and Rebecca Nurse):
http://etext.virginia.edu/salem/witchcraft/texts/BoySal2.html
“What is Your Conformity Level?”: www.quiztron.com/tests/is_con...quiz_46314.htm
19 |Revised April 2013, Hotlinks updated May, 2014
New York Times article, “Radio Listeners in Panic Taking War Drama as Fact”
reporting the hysteria caused by Orson Welles' radio show, “War of the Worlds”
at www.war-of-the-worlds.org/Radio/Newspapers/Oct31/NYT.html
Political Cartoons “Herblock’s History: Political Cartoons from the Crash to the Millennium”:
www.loc.gov/rr/print/swann/herblock/fire.html
Movies Dead Poet’s Society (excerpts)
Ferris Bueller’s Day Off (excerpts)
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY
1. To Conform or not to Conform (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c,
SL.11-12.1.d): “I think the reward for conformity is that everyone likes you except
yourself.”—Rita Mae Brown.
Students will read two articles about conformity and look at a series of quotes
about individuality, conformity, and non-conformity. Students take notes as they
are reading indicating to what extent they agree or disagree with the selections.
Students select their favorite quote(s) on individuality or they can create their
own individuality quotes. Students will participate in a group discussion about
their responses to the reading selections and their selected quotes. Students can
take the optional quiz. Suggested Works: Individuality and Social Conformity
(essay), Conformity and Obedience (article: only first section on conformity),
Quotes about Individuality, What is Your Conformity Level ? (Quiz)
READING STRATEGY FOCUS
Literature
1. Literary Terminology (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.5, RL.11-12.9):
Create a two column chart. Label one column Definition of Literary Terms and
the other column Examples of Literary Terms. While reading a selection, fill in the
chart with specific examples of literary terms. Suggested Works: “The Raven” or
any other poem from one of the authors listed above.
2. Figuratively and Poetically Speaking (RL.11-12.4): Using one of the poems listed
above, highlight the figurative language, words with multiple meanings, and
word choices that have a high impact on the meaning and tone of the poem.
Replace those words and phrases with other words and phrases. Analyze the
two forms of the poem to determine how the change in wording changes the
meaning and tone of the poem.
3. The Scarlet Letter Character Development: Bio Poem (RL.11-12.3, RL.11-12.4,
RL.11-12.5, RL.11-12.6): Following the format at the Biopoems website, students
will write a character poem about one or more of the main characters in The
Scarlet Letter (or any other major work read for class).
20 |Revised April 2013, Hotlinks updated May, 2014
4. Venn diagram (RL.11-12.2, RL.11-12.3): View excerpts from Ferris Bueller’s Day Off
or Dead Poets Society. Choose two characters and complete a Venn diagram
focusing on the question “Should being an individual outweigh the need to
conform to societal expectations?” Show where characters act as an individual
and where they conform to societal expectations (shared portion of the
diagram).
5. Textual Evidences and Inferences in “Half-Hanged Mary” (RL.11-12.1): Create a
table with three columns. Label them: Explicit, Inferences, and Matters
Uncertain. In the Explicit column write textual evidence showing what the text
says explicitly. In the Inference column write what is inferred and include the text
these inferences are based on. In the Matters Uncertain column, list what
matters the author leaves uncertain and speculate as to why they are left
uncertain. Suggested Works: “The Daily Poetry Movement: Half-Hanged Mary”
6. Cooking up Characters in The Crucible (RL.11-12.3): Students will select a
character from The Crucible and create a character recipe for that individual.
Follow this link to the Character Recipe at this website:
http://prezi.com/qvaasrkyqnfx/the-crucible-projects/.
7. Defining Crucible (RL.11-12.4, RL.11-12.10): Look up several definitions of the word
crucible. Discuss the figurative and connotative meanings of the word. What
impact does using The Crucible for the title have on the meaning and tone of
the play?
8. Structure of The Crucible (RL.11-12.5, RL.11-12.10): Discuss how the following
contribute to the play’s overall structure, meaning and aesthetic impact.
Suggested Works: The Crucible, “Arthur Miller’s The Crucible: Fact and Fiction”
o releasing the exposition of the play in bits and pieces
o putting questions in the readers’/viewers’ minds about loyalty and
relationships as the action moves forward
o using repetition at the ends of Acts I and III
o building a crescendo at the end of each act
o changing historical facts (See “Arthur Miller’s The Crucible: Fact and
Fiction”)
o Students note any additional author’s choices concerning the specific
parts of a text.
Informational
1. Think Different (RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.7, RI.11-12.10, SL.11-12.2,
SL.11-12.5, L.11-12.1): View Apple Computer Think Different commercials
(available on YouTube) and/or view print ads in a gallery walk. Each student
should pick one individual from the Think Different commercials and complete a
web quest to determine how the person impacted society. Students link this
person to Emerson’s quote, “To Be Great is to Be Misunderstood.” Present
conclusions to class.
21 |Revised April 2013, Hotlinks updated May, 2014
2. Individual vs. Society (RI.11-12.1, RI.11-12.2, RI.11-12.3): Assign students to read
and analyze two of the following selections. They will then create a Venn
diagram showing how conformity to society’s values is represented similarly and
differently in each of the selections. Students who read the same selections will
be put in groups to discuss their findings. Each group will share their ideas with
the entire class. Suggested Works: “Civil Disobedience,” “Letter from Birmingham
City Jail,” “Nature,” “Self Reliance,” and selections from Walden.
3. A Close Rereading (RI.11-12.4, RI.11-12.5, L.11-12.3, L.11-12.3.a): Reread the
Declaration of Independence to examine its tie to the enduring understandings
for the unit as well as to evaluate how syntax and text structure impact the text’s
meaning.
4. Present Day Witch Hunts (RI.11-12.7): Use the resources in the suggested works to
answer one or more of the following questions. Suggested Works: The Crucible;
Chart: “The Second Red Scare, 1939-1954”; “Herblock’s History: Political
Cartoons from the Crash to the Millennium”; “Teaching the Crucible with the
New York Times” (This site links to several articles.); “Arthur Miller: Are You Now or
Were You Ever?”; “The Crucible Anticipation and Reaction Guide”:
a. What groups of people might be targets of a modern day witch hunt and
what might that witch hunt look like today?
b. How might Arthur Miller’s play, The Crucible have been seen as a
metaphor of a modern day witch hunt during the McCarthy period?
c. Why did Miller write the play and what consequences resulted from the
play being written and performed?
d. Do fear and mass hysteria happen in some societies today? If so, what
causes this and what is the best way to deal with it?
e. Is it better to die for what you believe in than to lie to save your life?
Explain your position.
f. Should beliefs in opposition to common values be illegal?
WRITING STRATEGY FOCUS
1. On-line Message Board (RI.11-12.2, RI.11-12.7, RI.11-12.10, W.11-12.1, W.11-12.4,
W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.10, SL.11-12.2, SL.11-12.4, SL.11-12.5,
L.11-12.1, L.11-12.2, L.11-12.3): Post six quotes, ideas, pictures, articles, etc…
related to the guiding questions. Students must respond to three, comparing or
contrasting points of their own. Do not simply repeat or paraphrase what other
students are doing.
2. Salem Witch Trials (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d,
W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,
L.11-12.2.b, L.11-12.3, L.11-12.3.a): During the 17th century in America, witchcraft
was on the minds of many colonists; anyone, at anytime, could be accused of
witchery. The most well-known of such events are the Salem witch trials of 1692.
During this period of hysteria and mayhem, 19 colonists were hanged, one
pressed to death, and at least four died in prison. All were later exonerated. After
reading The Crucible (or The Scarlet Letter), watching “American History:
Colonial America: Salem Witch Trials,” and examining other instances in history
22 |Revised April 2013, Hotlinks updated May, 2014
where hysteria created undesirable action (examples: War of the Worlds radio
broadcast, the Red Scare, effects of idea that vaccinations can cause autism,
etc.), write an expository essay in which you explore how hysteria can develop
into catastrophic actions and behaviors. (copied from Discovery Ed). Suggested
Works: The Crucible
3. The Crucible, McCarthyism and Modern Day Witch Hunts (W.11-12.2, W.11-
12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, W.11-12.4,
W.11-12.5, W.11-12.6, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,
L.11-12.2.b, L.11-12.6): Write an informative paper showing the relationship
between The Crucible, McCarthyism and Modern Day Witch Hunts. Suggested
Works: The Crucible, “Teaching the Crucible with the New York Times,” “The
Crucible: Lesson Plans and Teaching Resources,” “Arthur Miller: Are You Now or
Were You Ever?”
4. (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-
12.2.f, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.9, W.11-12.9.a, L.11-12.1, L.11-
12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.6): Write a paper
showing how two or more eighteenth-, nineteenth-, and early twentieth-century
foundational works treat similar themes or topics. Suggested Works: “Civil
Disobedience,” and “Self Reliance;” “Nature,” and Walden and “Stopping by
Woods on a Snowy Evening”
SPEAKING AND LISTENING ACTIVITIES
1. Survival (RL.11-12.4, RL.11-12.9, SL.11-12.1, SL.11-12.2): Make a list of 10 items you
would want to have with you if you were in a cabin for a year. Compare and
contrast those lists to Thoreau’s lists in Walden. Each student should analyze
his/her own list and comment on what it says about the student. Suggested
Works: Walden
2. Personal and Political Actions (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c,
SL.11-12.1.d): Throughout America's history, there have always been laws that
regulated citizens' personal behavior. Among the Puritans of the 18th century, for
example, adultery was a serious crime, as The Scarlet Letter makes clear. Today
we have laws forcing motorcycle riders to wear helmets, laws that make suicide
illegal, and laws against speeding on an empty highway, among many others. In
a small group, discuss the following questions: Where should society draw the
line between personal and political actions? Should society have the right to tell
you how to behave on your own time? Why or why not? (copied and adapted
from Discovery Ed: http://www.discoveryeducation.com/teachers/free-lesson-
plans/the-scarlet-letter.cfm)
SBAC PERFORMANCE ASSESSMENT PREP
1. Individual vs. Society (RL.11-12.9, RL.11-12.10, RI.11-12.7, RI.11-12.10, SL.11-12.2,
SL.11-12.4, SL.11-12.5): The values of some individuals may conflict with the
values of society. After reading and viewing at least one of the suggested works
from each of the categories listed below, prepare a power point presentation
23 |Revised April 2013, Hotlinks updated May, 2014
that explores answers to one or more of the questions listed below. Suggested
Works: Novel or Drama: The Crucible, The Scarlet Letter; Non-fiction: “Civil
Disobedience,” Walden, Advertisements from the Apple “Think Different”
Campaign, “Letter from Birmingham City Jail;” Short Story: “A Wagner
Matinee,” “Story of an Hour,” Poems, Art/Photos, Picture Books: any of the
art/photos listed above, any of the picture books listed above, any poem listed
above that supports the individual vs. society theme
o How can I remain true to myself and still answer to the demands of
society?
o When or under what circumstances should being an individual outweigh
the need to conform to societal expectations?
o What is the relationship between personal freedom and social
responsibility?
o When does the need for social order transcend the need for individual
freedoms?
o Under what circumstances, if any, should there be limits to personal
freedoms?
o Is the American Dream an individual pursuit or a collective idea?
o To what do we owe our allegiance: our conscience, the law, or
something else?
24 |Revised April 2013, Hotlinks updated May, 2014
Grade 11, Unit 3
Assimilation & Cultural
Identity
If civilization is to survive, we must cultivate the
science of human relationships–the ability of all
peoples, of all kinds, to live together, in the same
world at peace.
--Franklin D. Roosevelt
OVERVIEW This unit will be taught in the 3rd quarter as the natural next step in the curricular
sequence. Historically and logically, assimilation into, or coexistence within society at
large obtains as a subsequent development when individual conflicts with that larger
society have begun to play out. Students will research for and write an argumentative
research paper exploring the American Dream as it relates to immigration and
assimilation.
ENDURING UNDERSTANDINGS Diversity causes conflict.
In a diverse American society people are in conflict between conserving a
native cultural identity and assimilating into a unified cultural identity.
An individual’s world view is shaped by one’s political, social, economic, and
religious beliefs.
Personal identity is derived from education, material possessions, socioeconomic
status, ethnic/cultural heritage, and personal experience.
A diverse society requires that one be aware of biases, including one’s own.
Diversity of cultural beliefs and values may cause conflict and drive change
within a society.
Diversity of cultural beliefs and values may contribute to a society’s vitality.
ESSENTIAL QUESTIONS What is the value, if any, of diversity? (religious, political, social, environmental)
To what extent does America have a culture?
GUIDING QUESTIONS Under what circumstances is conflict bad and bad?
How are Americans perceived by other cultures?
Why do some countries view Americans negatively?
Is America a melting pot or a salad bowl? Explain.
Is America still the ‘City on a Hill”? (Winthrop, Reagan)
Does America still want your tired, your poor, your huddled masses yearning to
breathe free (Statue of Liberty)?
25 |Revised April 2013, Hotlinks updated May, 2014
STUDENTS WILL KNOW AND USE THE FOLLOWING VOCABULARY *indicates concept previously introduced in earlier grades. Reading Vocabulary
assimilation
bias
connotation*
figurative
hegemony
inference*
pluralism
theme*
Writing Vocabulary
claim*
denotation*
digital media
evaluate
evidence*
inquiry
integrate
synthesize*
warrant
Language Vocabulary
conventions*
usage
STUDENTS WILL BE ABLE TO DO THE FOLLOWING
Reading: Informational Text
Key Ideas and Details
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.
Craft and Structure
RI.11-12.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in
his or her exposition or argument, including whether the structure makes
points clear, convincing, and engaging.
RI.11-12.6 Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness or beauty of the text.
Integration of Knowledge and Ideas RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes,
purposes, and rhetorical features.
26 |Revised April 2013, Hotlinks updated May, 2014
Writing
Text Types and Purposes
W.11-12.2 Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content
W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
W.11-12.2.b Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
the topic.
W.11-12.2.c Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2.e Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
Production and Distribution of Writing
W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
Research to Build and Present Knowledge
W.11-12.7 Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under
investigation.
W.11-12.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.11-12.9.b Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
27 |Revised April 2013, Hotlinks updated May, 2014
Language
Conventions of Standard English
L.11-12.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.1.a Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
L.11-12.1.b Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.11-12.2.a Observe hyphenation conventions.
L.11-12.2.b Spell correctly.
Knowledge of Language
L.11-12.3 Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.11-12.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
L.11-12.6 Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
SUGGESTED WORKS ADOPTED RESOURCES
Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice
Hall (11th Grade)
Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. These texts, however, should not be used in any
other unit.
Black Like Me by John Howard Griffen (Lexile Level 990)
SUPPORTING TEXTS
Short Stories
“Antojos” by Julia Alvarez (PH, p. 966)(guava’s and trust in a foreign country)
“Desiree’s Baby” by Kate Chopin: http://www.eastoftheweb.com/short-
stories/UBooks/DesiBaby.shtml
“The Outcasts of Poker Flat” by Bret Harte (PH, p. 535)
“A Perfect Day for Bananafish” by J. D. Salinger:
http://archives.newyorker.com/?i=1948-01-31#folio=020 (Original story in The
New Yorker, print is very small.)
28 |Revised April 2013, Hotlinks updated May, 2014
“The Devil and Tom Walker” authors (PH, p. 236)
“Diamond Island: Alcatraz” (PH, p. 51)
Novels
Cold Sassy Tree by Olive Ann Burns (Lexile Level 930)
Moby Dick by Herman Melville (Lexile Level 1200)
My Antonia by Willa Cather (Lexile Level 1010)
The Awakening by Kate Chopin (Lexile Level 911)
The Jungle by Upton Sinclair (Lexile Level 1170)
The Red Badge of Courage by Stephen Crane (Lexile Level 900)
The Sound and the Fury by William Faulkner (Lexile Level 870)
Poems
“Booker T. and W.E.B.” by Dudley Randall:
http://www.huarchivesnet.howard.edu/9908huarnet/randall.htm
“I yearn” by Ricardo Sánchez (PH, pp. 855-856)
“Let America Be America Again” by Langston Hughes:
http://www.poets.org/viewmedia.php/prmMID/15609
Poems by Langston Hughes: PoemHunter.com: Langston Hughes
http://www.poemhunter.com/langston-hughes/poems/
“The Names” by Billy Collins (PH, p. 396)
Plays
Raisin in the Sun: https://archive.org/details/raisininthesunun008824mbp (can be
downloaded at this site
Nonfiction
Letter from Birmingham City Jail by Martin Luther King (PH, p. 157)
Novel Unit
Novel Unit: Black Like Me:
http://thebestnotes.com/booknotes/Black_Like_Me/Black_Like_Me26.html
Music
“Paul Revere and the Raiders: Indian Reservation” (lyrics):
http://www.oldielyrics.com/lyrics/paul_revere_and_the_raiders/indian_reservatio
n.html
“Cherokee Nation: Paul Revere and the Raiders”: http://youtu.be/_ojRQ15My7s
Media/Films: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
I Have a Dream speech MLK: http://www.youtube.com/watch?v=smEqnnklfYs
(speech) http://www.usconstitution.net/dream.html (text)
Websites
50 Rhetorical Devices for Rational Writing: http://www.dailywritingtips.com/50-
rhetorical-devices-for-rational-writing/
A More Perfect Union speech by Barrack Obama:
http://www.npr.org/templates/story/story.php?storyId=88478467
Abraham Lincoln: Second Inaugural Address:
http://www.nationalcenter.org/LincolnSecondInaugural.html
Arizona Border Trash: https://www.azbordertrash.gov/index.html
August Wilson on Developing Black Culture: (Log on to Discovery Ed and search
for this title.)
29 |Revised April 2013, Hotlinks updated May, 2014
Austin Wilson Rejects Assimilation: (Log on to Discovery Ed and search for this
title.)
Constitutional Rights Foundation: Educating About Immigration:
http://www.crfimmigrationed.org/index.php/stuff (Contains several immigration
articles.)
C-SPAN: Barack Obama Speech at 2004 DNC Convention:
http://www.youtube.com/watch?v=eWynt87PaJ0&edufilter=u00dqvAfj8AQ5AU
wfrPehw Declaration of Independence:
http://www.archives.gov/exhibits/charters/declaration_transcript.html
Frayer Model: http://www.worksheetworks.com/miscellanea/graphic-
organizers/frayer.html
Illegal Immigrants Trash Border Lands with Tons of Waste:
http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border-
lands-with-tons-of-waste/ National Immigration Forum: http://www.immigrationforum.org/ (Contains
several immigration articles.)
“Rejecting Assimilation: African American Culture in the Works of Gloria Naylor”:
(Log on to Discovery Ed and search for this title.)
“Seizing Power from the Woman Warrior” by Diana Abu-Jaber and Excerpt: “The
Woman Warrior” Maxine Hong Kingston:
http://www.npr.org/templates/story/story.php?storyId=11163242
Shattering the Melting Pot:
http://app.discoveryeducation.com/player/view/assetGuid/956C712A-6D9B-
4DA6-A1FE-6C348F1E1FB1
The Beginnings of an American Dream: Life in Wealthy New England in the Early
1900’s: (Log on to Discovery Ed and search for this title.)
“The Pressure of Immigration and Social Theories”: (Log on to Discovery Ed and
search for this title.)
The United States Constitution (contains the Bill of Rights):
http://constitutionus.com/
“Tone vs. Mood” (two tables of words that identify tones and moods):
http://astabowen.com/ToneMood.htm
Transcript: Illinois Senate Candidate Barack Obama:
http://www.washingtonpost.com/wp-dyn/articles/A19751-2004Jul27.html
“We Will Be a City Upon a Hill” speech by Ronald Reagan:
http://reagan2020.us/speeches/City_Upon_A_Hill.asp
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY
1. Symbol of America (SL.11-12.1, SL.11-12.2, L.11-12.4): Bring in a visual that is
emblematic of American culture and/or a quintessential American as a starting
point for a conversation about American culture: what it is, what it looks like, how it
differs from region to region, and what it might look like moving forward. a. Students complete a Frayer model vocabulary diagram for the word
“diversity.”
30 |Revised April 2013, Hotlinks updated May, 2014
b. Students Think-Pair-Share their results.
Suggested Resources: Frayer Model:
http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
READING STRATEGY FOCUS
Literary
1. Theme (RL.11-12.2): Create a graphic organizer with 3 rectangular boxes on top
of one another. In the first box, write the topic. In the second box write the
theme—what the author is saying about the topic. In the last box give evidence
from the text that supports the selected theme. Continue this graphic by adding
an additional three rows at the end of each subsequent chapter or act and
repeating this pattern. Suggested Works: Black Like Me, Raisin in the Sun
Topic
Theme—what the author is saying about the topic
Evidence—from the text
2. Directly Stated or Really Meant (RL.11-12.6): Create a 2 column table. Title the
first column “Directly Stated.” Title the second column “Really Meant.” As you
are reading and come to passages that say something different than what is
really meant, fill in the chart. In a group discuss why the author choose to state
something other than what was really meant. Suggested Works: “Antojos,”
3. Tone (RL.11-12.4): Select a passage from the text that shows the author’s
attitude towards his subject (tone). What is the tone of that passage? List the
specific words/phrases the author uses to create this tone. Replace those words
with synonyms. Now, what is the tone of the rewritten passage? Suggested
Works: “Tone vs. Mood,” Black Like Me, “Desiree’s Baby,”
Informational
1. Polar Opposites (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.5, RI.11-12.6,
RI.11-12.10): Find two polarizing texts that illuminate current immigration issues:
identify biases of each writer. Suggested Works: National Immigration Forum:
http://www.immigrationforum.org/ (Contains several immigration articles.),
Constitutional Rights Foundation: Educating About Immigration:
http://www.crfimmigrationed.org/index.php/stuff (Contains several immigration articles.), Arizona Border Trash: https://www.azbordertrash.gov/index.html, Illegal
Immigrants Trash Border Lands with Tons of Waste:
http://www.judicialwatch.org/blog/2012/02/illegal-immigrants-trash-border-
lands-with-tons-of-waste/
2. Themes, Purposes and Rhetoric (RI.11-12.9): After reading the Bill of Rights, and
Lincoln’s Second Inaugural Address, analyze them for themes, purposes and
rhetorical features. Do this by creating a 3 column table that lists the names of
the documents in individual cells across the top. Label the first two rows themes
and purposes. Label the remaining rows with the specific names of the rhetorical
devices that will be the focus of this study. Fill in the table with specific examples
from each of the documents. Using the table as a reference, have a group
31 |Revised April 2013, Hotlinks updated May, 2014
discussion about the causes, key factors, and possible results of each of these
documents. Suggested Works: 50 Rhetorical Devices for Rational Writing
WRITING STRATEGY FOCUS
1. Notable African-Americans (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c, W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2,
L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6): : Research one of the
notable African-Americans mentioned in this unit or previous units, such as W.E.B.
Du Bois, Mary McLeod Bethune, Phillis Wheatley, or Langston Hughes. Write a
biography for this person. Include most notable contributions to American history
and greatest challenges given the time period in which he or she lived.
2. City on a Hill (W.11-12.4, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b,
L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6): In writing,
compare and contrast the concept of the City on the Hill from Reagan’s and
Winthrop’s City on the Hill speeches and sermons. Delineate and evaluate the
reasoning in each of these and discuss the premises, purposes, and arguments in
each. Include paraphrases of selected passages from both.
3. Short Fiction Technique (RI.11-12.1, RI.11-12.4, W.11-12.1, W.11-12.2, W.11-12.4,
W.11-12.5, W.11-12.7, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.2, L.11-12.5,
L.11-12.6):
Direct Instruction:
o A. Students take notes on traditional plot mechanics and the Joycean
Epiphany.
o B. Students take notes on the history of modern short fiction (William
Boyd).
o C. Students take notes on CEW model of writing.
Guided Practice:
o A. Students apply CEW model to written analysis of selected
paragraphs from Poe’s Philosophy of Composition.
Formative Assessment:
o A. Students read selected short stories from those listed in Suggested
Works above, analyzing them for structure and literary technique using
CEW model to respond to teacher-provided guiding questions/writing
prompts.
Summative Assessment:
o A. Students review notes and conduct class discussion of what the unit
has produced in the way of knowledge of short fiction technique and
strategy.
o B. Employing CEW model, drawing their evidence in the form of quotes
and paraphrases from the reading and notes, students write a limited
critique of modern short fiction from the following prompt: How might
we describe the methods of modern short fiction?
32 |Revised April 2013, Hotlinks updated May, 2014
4. Argument: Official Language or Religion (RI.11-12.1, RI.11-12.2, RI.11-12.3,
RI.11-12.4, RI.11-12.5, RI.11-12.6, RI.11-12.8, RI.11-12.10, W.11-12.1, W.11-12.1.a,
W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5,
W.11-12.7, W.11-12.8, W.11-12.9, SL.11-12.1, SL.11-12.2, SL.11-12.3): Students will
choose one of the following questions to research in order to gain different
perspectives and data regarding the topic:
a) Should the United States have an official language or religion? b) Should bilingual education be taught in the schools? c) Should America be a melting pot or a salad bowl? d) Is America still the “City on a Hill”? Defend your answer. e) Does America still want your tired, your poor, your huddled masses
yearning to breathe free? Students will write an argumentative research paper which presents and
explores a specific claim related to the topic, and defends the claim with
evidence from their research. Students may also create and present a multi-
media presentation. Project/paper must follow and exemplify CEW (claim,
evidence, warrant) model of argument, and follow MLA or APA citations style
and documentation.
5. Photo-Essay (W.11-12.1, W.11-12.7): Compile a collection of photographs that
help define your culture. Create a photo essay and write a brief artist’s
statement explaining your selections.
SPEAKING AND LISTENING ACTIVITIES
1. Sub-Culture Values (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.7,
RI.11-12.10, SL.11-12.4, SL.11-12.5): Select a particular sub-culture, such as an
ethnic or religious group, and research its top research centers and
collections. Create a PowerPoint presentation illustrating the details of such
centers and collections, highlighting well-known artifacts.
SBAC PERFORMANCE ASSESSMENT PREP
1. Melting Pot or Salad Bowl? (W.11-12.2, W.11-12.2.a, W.11-12.2.b, W.11-12.2.c,
W.11-12.2.d, W.11-12.2.e, W.11-12.2.f, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-
12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.3.a, L.11-12.6L): Austin Wilson
said that the only people who can melt are European ethnic groups, such as
the Italians, the Irish, the Germans and the Poles because they share a
common sensibility and a cultural sensibility as Caucasians. Gloria Naylor says
assimilation can be “extremely dangerous.” After reading and viewing
several of the suggested works, write an informative paper that addresses
this question: In a diverse American society how should people resolve the
conflict between conserving a native cultural identity and assimilating into a
unified cultural identity? You can limit your focus to one culture or you can
focus on several cultures. Suggested Works: Black Like Me (book), A Raisin in
the Sun (play), “Shattering the Melting Pot” (video clip), “Austin Wilson
Rejects Assimilation” (video clip), “Rejecting Assimilation: African American
Culture in the Works of Gloria Naylor” (video clip), “The Pressure of
Immigration and Social Theories” (video clip), “Antojos” (short story) “Let
33 |Revised April 2013, Hotlinks updated May, 2014
America Be” (poem), “I yearn” (poem), “Diamond Island: Alcatraz” (short
story), “Indian Reservation” (song)
34 |Revised April 2013, Hotlinks updated May, 2014
Grade 11 Unit 4
The Future of the
American Dream
“The river was mild and leisurely, going away
from the people who ate shadows for breakfast
and steam for lunch and vapors for supper.” ―
Ray Bradbury, Fahrenheit 451
OVERVIEW This unit will ask the students to synthesize their understanding of the American Dream--
gained over the course of the year--and to reflect whether it is still achievable. They will
develop arguments to assert whether the American Dream is a viable model for the
world to follow in the future.
ENDURING UNDERSTANDINGS The American Dream is an evolving concept.
ESSENTIAL QUESTIONS To what extent is the American Dream still alive?
What is the future of the American Dream?
GUIDING QUESTIONS To what extent do external forces, such as corporations, government, education
and media, and natural forces, such as the environment and science, affect the
American Dream?
To what extent should the United States of America export its values across the
globe?
To what extent is a global community influencing the American Dream?
Is the American Dream sustainable? Explain.
Is the American Dream still worth pursuing? Explain.
What are acceptable limits on speech and expression?
What is more dangerous to society—government censorship, or self-censorship?
(F451)
STUDENTS WILL KNOW AND USE THE FOLLOWING TERMS: *indicates concept previously introduced in earlier grades. Reading Vocabulary
Global economy
hegemony
illiteracy v. a-literacy
meritocracy
oligarchy
plutocracy
secular
Writing Vocabulary
citation*
claim*
persuasion
proof
rhetorical argument
satire
synthesis*
textual evidence*
Language Vocabulary
figurative language*
matching style to
audience and
purpose
parallel structure*
parallelism
repetition
varied syntax
35 |Revised April 2013, Hotlinks updated May, 2014
STUDENTS WILL BE ABLE TO DO THE FOLLOWING
Reading: Literature
Key Ideas and Details
RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an
objective summary of the text.
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).
Reading: Informational Text
Key Ideas and Details
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.
Integration of Knowledge and Ideas
RI.11-12.7 Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words
in order to address a question or solve a problem.
Writing
Text Types and Purposes
W.11-12.1 Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
W.11-12.1.d Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
36 |Revised April 2013, Hotlinks updated May, 2014
W.11-12.1.e Provide a concluding statement or section that follows from and supports
the argument presented.
Production and Distribution of Writing
W.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
Research to Build and Present Knowledge
W.11-12.7 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.11-12.8 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.
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
SL.11-12.1.a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1.c Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
37 |Revised April 2013, Hotlinks updated May, 2014
SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of
each source and noting any discrepancies among the data.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
Presentation of Knowledge and Ideas
SL.11-12. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
Language
Conventions of Standard English
L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.1.a Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
L.11-12.1.b Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.11-12.2.a Observe hyphenation conventions.
L.11-12.2.b Spell correctly.
Vocabulary Acquisition and Use
L.11-12.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
L.11-12.6 Acquire and use accurately general academic and domain-specific
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.
38 |Revised April 2013, Hotlinks updated May, 2014
SUGGESTED WORKS ADOPTED RESOURCES
Timeless Voices, Timeless Themes: The American Experience (2000-2002), Prentice
Hall (11th Grade)
Write Source (2007), Great Source
ANCHOR TEXTS Anchor texts are dedicated specifically to this unit. Teachers do not
need to use all of them in this unit. These texts, however, should not be used in any
other unit.
Proposed Anchor text for 2013-2014—Determine in-building if this text is
used here or in 12th grade: Fahrenheit 451(Lexile Level 890)
SUPPORTING TEXTS
Short Stories
“To Build a Fire” by Jack London, PH, p. 556
“The Writer in the Family,” by E. L. Doctorow (PH, p. 1068)
Novels
Ethan Frome (Lexile Level 1160)
The Grapes of Wrath (Lexile Level 680)
Old Man and the Sea (Lexile Level 940)
Zen and the Art of Motorcycle Maintenance (Lexile Level 1040)
Excerpts from The Epic of America by James Truslow Adams (excerpts)
Poems
“9-11” by Robert Pinksy: http://www.pbs.org/newshour/bb/entertainment/july-
dec02/9-11_9-11.html
“Burning a Book” by William Stafford:
http://poetryschmmapoetry.blogspot.com/2011/04/burning-book-by-william-
stafford.html
“The Condoleezza Suite” (excerpt) by Nikky Finney:
http://www.poets.org/m/dsp_poem.php?prmMID=22810 (note: This is
copyrighted.)
“Howl” Ginsberg: http://www.poets.org/viewmedia.php/prmMID/15308
“Hunger in New York City,” by Simon Ortiz (PH, p. 980)
“Let America Be America Again,” by Langston Hughes; http://www.poets.org/viewmedia.php/prmMID/15609
“next to of course god America”…by e.e. cummings:
http://www.poetryarchive.org/poetryarchive/singlePoem.do?poemId=7158
“The History Teacher” by Billy Collins: http://www.billy-
collins.com/2005/06/the_history_tea.html
“The Names,” by Billy Collins: http://www.poemhunter.com/poem/the-names-3/ “Who Burns for the Perfection of Paper,” by Martin Espada (PH, p. 979)
Plays
Death of a Salesman by Arthur Miller (can be downloaded at this site):
http://www.free-ebooks.net/ebook/Death-of-a-salesman/pdf/view
39 |Revised April 2013, Hotlinks updated May, 2014
Nonfiction
Anti-science Beliefs Jeopardize U.S. Democracy, Scientific American Magazine,
November 2012: http://www.scientificamerican.com/article/antiscience-beliefs-
jeopardize-us-democracy/
Citizen’s United v. Federal Elections Commission: Citizen’s United Supreme Court
decision regarding corporations: http://www.oyez.org/cases/2000-
2009/2008/2008_08_205
Morse v. Frederick (Supreme Court Case regarding student free speech):
http://www.oyez.org/cases/2000-2009/2006/2006_06_278
“For the Love of Books,” by Rita Dove (PH, p. 1010)
Founding Documents and speeches including the Constitution, The Declaration
of Independence, Federalist Papers, etc. Document Library: Founding Era:
http://teachingamericanhistory.org/library/founding/
DIGITAL CONTENT
Media/Films: Any film clips must be building approved; films with an R rating are not
permitted based on District Policy 602.10. Film clips accessed through Discovery
Education are approved.
Video segments of Stephen Colbert’s creation of his “super PAC” :
http://youtu.be/iypvuL3Yggk “How Much Has Citizens United Changed the Political Game?” New York Times
article about Citizen’s United v. Federal Elections Commission http://www.nytimes.com/2012/07/22/magazine/how-much-has-citizens-united-
changed-the-political-game.html?pagewanted=all “’Bong hits 4 Jesus’ limits student rights” CNN Article regarding Morse v.
Frederick http://www.cnn.com/2007/LAW/06/25/free.speech/
Morse v. Frederick http://www.oyez.org/cases/2000-2009/2006/2006_06_278
Websites
“An Absurd Attack on Free Speech,” by George F. Will:
http://www.nypost.com/p/news/opinion/opedcolumnists/an_absurd_attack_on
_free_speech_j7AAD4RUj56cFKtyihdLEK
“Frequently challenged books of the 21st century”:
http://www.ala.org/advocacy/banned/frequentlychallenged/21stcenturychalle
nged
“Censorhip”: (Log on to Discovery Ed and search for this title.)
“Colleges Have Free Speech on the Run” by George F. Will:
http://articles.washingtonpost.com/2012-11-30/opinions/35585054_1_campus-
censorship-greg-lukianoff-liberals
“Fahrenheit 451 Quotes”: http://www.goodreads.com/work/quotes/1272463-
fahrenheit-451?page=1
“Fahrenheit 451”: http://youtu.be/M9n98SXNGl8
“Here Today Gone Tomorrow: Preserving Culture in Changing Times” by Tom
Marshall, NY Times, Oct 16, 2012:
http://learning.blogs.nytimes.com/2012/10/16/here-today-gone-tomorrow-
preserving-culture-in-changing-times/ (This is a lesson plan.)
Origins of Novel “Fahrenheit 451”: http://youtu.be/MnZ6BiQ130s
40 |Revised April 2013, Hotlinks updated May, 2014
“Is the American Dream Only a Dream?” (Fall 2012 Trust Magazine) by Jodi
Enda: http://www.pewtrusts.org/news_room_detail.aspx?id=85899418125
“Kurt Vonnegut’s Letter to Drake High School: You Have Insulted Me” by Laura
Hibbard: http://www.huffingtonpost.com/2012/03/30/kurt-vonnegut-letter-to-
drake-high-school_n_1392557.html
“Libraries, Censors and Self-Censorship”:
http://www.valkyrie22.com/library/LIS%20899/Presentation/articles/Libraries,%20C
ensors%20and%20Self-Censorship.pdf “Putting education first to live the American dream”by Delece Smith-Barrow:
http://www.washingtonpost.com/blogs/therootdc/post/putting-education-first-
to-live-the-american-dream/2012/07/17/gJQAsMDdrW_blog.html
Rethinking the American Dream by David Kamp Vanity Fair 2009:
http://www.vanityfair.com/culture/features/2009/04/american-dream200904
“Rigging Free Speech,” by George F. Will:
http://www.jewishworldreview.com/cols/will053112.php3
“Colbert v. the Court”:
http://www.slate.com/articles/news_and_politics/jurisprudence/2012/02/stephen
_colbert_is_winning_the_war_against_the_supreme_court_and_citizens_united_.h
tml
“Should Twain Be Sanitized: The Case For and Against”:
http://www.nytimes.com/2011/01/08/opinion/lweb08twain.html?_r=0
“That’s Not Twain”:
http://www.nytimes.com/2011/01/06/opinion/06thu4.html?scp=1&sq=that%27s%
20not%20twain&st=cse
“The American Dream”:
http://www.krcresearch.com/news_americanDream.html
“The Conversion Of The American Dream: Breaking out of robotic patterns of
consumption re-engages us with life - and brings high adventure” by Tom Atlee:
http://www.context.org/iclib/ic26/atlee/
“The Future of the American Democracy Foundation”:
http://thefutureofamericandemocracyfoundation.org/Project2.html
“To Tweak or Not to Tweak a Literary Classic: Pro-censor” by Fatia Kasumu:
http://temple-news.com/opinion/2011/01/17/to-tweak-or-not-to-tweak-a-literary-
classic-pro-censor/
“Treating Money as Free Speech,” by Nolan Bowie:
http://belfercenter.ksg.harvard.edu/publication/1724/treating_money_as_free_s
peech.html
Novel Units
“Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts”:
http://www.neabigread.org/books/fahrenheit451/teachersguide02.php
University Resource
Center for the Study of the American Dream at Xavier University:
http://www.xavier.edu/americandream/ (There are multiple resources at this
link. One of the resources is a Permanent American Dream Video Archive:
http://www.xavier.edu/americandream/programs/video-archive.cfm. At this
site multiple videos are available that focus on many aspects of the American
Dream, such as hard work, education, entrepreneurs, global, immigration, etc.
41 |Revised April 2013, Hotlinks updated May, 2014
Each of these categories links to multiple videos which are interviews with people
about their opinion of the American Dream.)
Websites
Common Core State Standards (logos, pathos, ethos, uses W.11-12.9.b):
http://rpdp.net/files/ccss/ELA/ELA_11-12_Curr_Res/Reading%2011-
12/Informational/RI.11-12.8-TeachingRhetoricIntro.pdf
SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY
1. Four Featured Poems (RL.11-12.1, RL.11-12.2, RL.11-12.4, SL.11-12.1, SL.11-12.1.c,
SL.11-12.1.d): Give students the names of the four featured poems (listed below).
Ask students to predict the common theme based on the name. In groups,
students read and analyze Billy Collin’s poem, “The Names” with the instructions
to make note of the patterns (repetition) and structures. What do they notice
about the names? What is the significance of the names? Assert a claim about
the poem’s theme. Give student groups the other poems to read and to assert a
one-sentence claim about theme for each. Compare groups’ interpretations,
and provide evidence for how the group arrived at their conclusion. Go back
and read each poem carefully, considering the various claims of meaning and
the evidence derived from close reading. Suggested Works: “next to god,
america, I” by e.e. cummings, “The Names” by Billy Collins, “9/11” by Robert
Pinsky, “Let America Be America Again” by Langston Hughes
READING STRATEGY FOCUS
Literature
1. Close Reading (RL.11-12.1, RL.11-12.3, RL.11-12.4, RL.11-12.9): create a T-chart of
imagery and sensory word choice used in Mildred’s suicide “attempt” and the
self-immolation by the unnamed woman. Using close reading, and researching
the historical allusion, students contrast the level of intentionality and
consciousness between the two women. Suggested Works: Fahrenheit 451
2. 3 sentence poetry explication (RL.11-12.1, RL.11-12.3): Independently, and after
extensive modeling, students read a poem, noticing repetitive patterns, and
ruptures to patterns. In sentence one, student asserts a claim about the
meaning of the poem. Sentence two—student identifies a poetic device the
poet uses to help render that meaning. Sentence three—student imbeds a
quoted portion of the poem as evidence that the student used to arrive at his or
her interpretation.
3. Death of a Salesman (RL.11-12.3, RL.11-12.7, RL.11-12.9): Students will create a
shoebox model of the set to reveal their understanding of how the setting
advances the themes in the play. Students then watch the film version, and
slides of the Broadway production to compare to their own interpretations.
4. Themes (RL.11-12.2): Use the lesson plans from Day 9 of Fahrenheit 451 Teacher’s
Guide from the National Endowment of the Arts as a guide. Students will choose
a theme related topic such as happiness, knowledge, freedom, etc. Students
will chart in a graphic organizer how this topic is represented over the course of
the novel. Students will then choose a quote from the novel that relates to their
chosen theme. Students will write a paragraph explaining the relationship they
42 |Revised April 2013, Hotlinks updated May, 2014
see between their selected quote and the theme of the novel. Suggested Works:
Fahrenheit 451, “Fahrenheit 451 Quotes,” “Fahrenheit 451 Teacher’s Guide:
National Endowment for the Arts, Day 9, Themes”
5. Point of View (RL.11-12.6): Create a two column chart. Title one column “What is
Directly Stated” and the other column “What is Really Meant.” Read a section of
a selected text and when what is directly stated differs from what is really meant,
fill in the chart by writing exactly what was stated in the first column, and what
was really meant in the second column. Then write a short paragraph analyzing
the role point of view plays in understanding what is directly stated and what is
really meant. Suggested Works: Fahrenheit 451, “Fahrenheit 451 Teacher’s
Guide: National Endowment for the Arts, Day 3, Point of View”
6. Structure (RL.11-12.5): Have students create a story board for making a movie
of Fahrenheit 451. They have to eliminate at least two scenes because of
time constraints. Students analyze which 2 scenes can be cut without
changing the story. Additional ideas for analyzing an author’s choices can
be found at “Day 8, The Plot Unfolds.” Suggested Works: Fahrenheit 451,
“Fahrenheit 451 Teacher’s Guide: National Endowment for the Arts, Day 8, The
Plot Unfolds”
Informational
1. Citizen’s United Supreme Court ruling (RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4,
RI.11-12.6, RI.11-12.7, RI.11-12.8, RI.11-12.10, SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b,
SL.11-12.1.c, SL.11-12.1.d): Students do an “evolution of my thinking” graphic
organizer, tracking their evolving opinion periodically over the course of the
following discussion. Discuss the impact of money as a form of free speech, and
the influence on democracy. Have students read the decision, and conduct a
Socratic seminar on what effect they think it will have on the sustainability of
democracy. Ask students to engage in a thought experiment about the logical
conclusion to this decision. Then show Stephen Colbert material. Discuss the role
of political satire in democratic societies. Read George Will, as an advocate for
free speech. Read “Treating Money as Free Speech.” Read dissenting opinion
from the bench.
WRITING STRATEGY FOCUS
1. Censorship of Ideas (Argument) (W.11-12.1, W.11-12.1.a, W.11-12.1.b,
W.11-12.1.c, W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7,
W.11-12.8, W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2,
L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-12.5.a, L.11-12.6): During Hitler’s
reign in Germany, he persuaded his followers that certain books created “un-
German thoughts and ideas” and therefore should be burned. On 10 May 1933
at Berlin’s Opernplatz, the “literary purge” occurred. At least 20,000 books were
burned. Is censorship of ideas ever appropriate? Write a persuasive essay in
which you agree or disagree with this question. Be sure to use specific examples
to support your argument. (Copied from Discovery Ed: Censorship of Ideas
(Argument). A picture of book burning is available at this Discovery Ed site.)
43 |Revised April 2013, Hotlinks updated May, 2014
2. Degrees of Censorship (W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c,
W.11-12.1.d, W.11-12.1.e, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7; W.11-12.8,
W.11-12.9, W.11-12.10, L.11-12.1, L.11-12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a,
L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-12.5.a, L.11-12.6): Students will write an
argumentative paper in which the pros and cons of degrees of censorship are
discussed, and students will take a stand on what they believe is the acceptable
degree of censorship, if any. Consider the following: Is there an ideal age at
which students should have access to any book? Students will use specific
examples from the texts to support their arguments. Suggested Works:
Fahrenheit 451, “To Tweak or Not to Tweak a Literary Classic: Pro-censor,” “That’s
Not Twain,” “Should Twain Be Sanitized: The Case For and Against,” and “Kurt
Vonnegut’s Letter to Drake High School: You Have Insulted Me.”
SPEAKING AND LISTENING ACTIVITIES
1. The American Dream in Prezi or Power Point (RL.11-12.2, RI.11-12.2, SL.11-12.4,
SL.11-12.5): Create a Prezi or Power Point with selected quotations, an annotated
photo essay, a short documentary or a speech wherein the student asserts the
intention of the American Dream as envisioned by at least two authors studied,
and then asserts the current reality of that vision.
2. Group Consensus on Theme (RL.11-12.1, RL.11-12.2, RL.11-12.10, SL.11-12.1,
SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c, SL.11-12.1.d, SL.11-12.4, SL.11-12.6): In a
small group discuss how each of these selections could tie in with the themes in
Fahrenheit 451. As a group agree on the selection that most accurately reflects
one of the themes of the novel. As a group create a poster that portrays this
theme in pictures and words. Each group will share their poster and ideas with the other groups. Suggested Works: “Who Burns for the Perfection of Paper,”
“Hunger in New York City,” “For the Love of Books,” “The Writer in the Family,”
Fahrenheit 451
3. American Dream Video: (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b, SL.11-12.1.c,
SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6): Students will
watch several videos from the “Permanent American Dream Video Archive” at
the “Center for the Study of the American Dream At Xavier University.” After
watching these videos, students will partner with another student in the class and
interview that student about his/her idea of the American Dream. Students will
videotape the interview and present it to the class.
4. Questions About the American Dream (SL.11-12.1, SL.11-12.1.a, SL.11-12.1.b,
SL.11-12.1.c, SL.11-12.1.d, SL.11-12.2, SL.11-12.3, SL.11-12.4, SL.11-12.5, SL.11-12.6):
Students will choose one of the guiding questions or essential questions and
prepare and present a multi-media presentation that answers this question.
Students will also evaluate their classmate’s presentations based on SL.11-12.3
Suggested Works: “The Future of the American Democracy Foundation,” “The
American Dream” Is the American Dream Only a Dream? (Fall 2012 Trust
Magazine), “Putting education first to live the American dream,” “The
44 |Revised April 2013, Hotlinks updated May, 2014
Conversion of The American Dream: Breaking out of robotic patterns of
consumption re-engages us with life - and brings high adventure”
SBAC PERFORMANCE ASSESSMENT PREP
1. Government Censorship vs. Self-Censorship (RL.11-12.1, RI.11-12.1, RI.11-12.7,
RI.11-12.10, W.11-12.1, W.11-12.1.a, W.11-12.1.b, W.11-12.1.c, W.11-12.1.d, W.11-
12.1.e, W.11-12.4, W.11-12.6, W.11-12.7, W.11-12.8, W.11-12.9, L.11-12.1, L.11-
12.1.a, L.11-12.1.b, L.11-12.2, L.11-12.2.a, L.11-12.2.b, L.11-12.3, L.11-12.5. L.11-
12.5.a, L.11-12.6): After reading the following, write an argumentative paper that
answers the question: What is more dangerous to society—government
censorship or self-censorship? Be sure to use ample textual evidence to support
your point of view.
Quote #1: “Remember, the firemen are rarely necessary. The public itself
stopped reading of its own accord.”
Quote #2: “I ate them like salad, books were my sandwich for lunch, my tiffin
and dinner and midnight munch. I tore out the pages, ate them with salt,
doused them with relish, gnawed on the bindings, turned the chapters with my
tongue! Books by the dozen, the score and the billion. I carried so many home I
was hunchbacked for years. Philosophy, art history, politics, social science, the
poem, the essay, the grandiose play, you name 'em, I ate 'em.” Read: Fahrenheit 451, “Libraries, Censors and Self-Censorship,” and “Censorship”
45 |Revised April 2013, Hotlinks updated May, 2014
COMMON CORE STATE STANDARDS GRADES 11 and 12 Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.
Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
Reading: Literature
Key Ideas and Details
RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and
build on one another to produce a complex account; provide an
objective summary of the text.
RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the
action is ordered, how the characters are introduced and developed).
Craft and Structure
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful.
(Include Shakespeare as well as other authors.)
RL.11-12.5. Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the
choice to provide a comedic or tragic resolution) contribute to its overall
structure and meaning as well as its aesthetic impact.
RL.11-12.6. Analyze a case in which grasping a point of view requires distinguishing
what is directly stated in a text from what is really meant (e.g., satire,
sarcasm, irony, or understatement).
Integration of Knowledge and Ideas
RL.11-12.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded
or live production of a play or recorded novel or poetry), evaluating how
each version interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist.)
RL.11-12.8. (Not applicable to literature)
RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-
century foundational works of American literature, including how two or
more texts from the same period treat similar themes or topics.
46 |Revised April 2013, Hotlinks updated May, 2014
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.
Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
Range of Reading and Level of Text Complexity RL.11-12.10. By the end of grade 11, read and comprehend literature, including
stories, dramas, and poems, in the grades 11–CCR text complexity band
proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including
stories, dramas, and poems, at the high end of the grades 11–CCR text
complexity band independently and proficiently.
Reading: Informational Text Key Ideas and Details
RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the
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.
Craft and Structure
RI.11-12.4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how
an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in
his or her exposition or argument, including whether the structure makes
points clear, convincing, and engaging.
RI.11-12.6. Determine an author’s point of view or purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness or beauty of the text.
Integration of Knowledge and Ideas
RI.11-12.7. 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).
47 |Revised April 2013, Hotlinks updated May, 2014
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.
Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,
and rhetorical features.
Range of Reading and Level of Text Complexity
RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the
grades 11–CCR text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the
high end of the grades 11–CCR text complexity band independently and
proficiently.
Writing
Text Types and Purposes
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
W.11-12.1.a Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
W.11-12.1.b Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s
knowledge level, concerns, values, and possible biases.
W.11-12.1.c Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
W.11-12.1.d Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.1.e Provide a concluding statement or section that follows from and supports
the argument presented.
W.11-12.2. Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content
W.11-12.2.a Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a
unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
48 |Revised April 2013, Hotlinks updated May, 2014
W.11-12.2.b Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
the topic.
W.11-12.2.c Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
W.11-12.2.d Use precise language, domain-specific vocabulary, and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic.
W.11-12.2.e Establish and maintain a formal style and objective tone while attending
to the norms and conventions of the discipline in which they are writing.
W.11-12.2.f Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).
W.11-12.3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
W.11-12.3.a Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of
view, and introducing a narrator and/or characters; create a smooth
progression of experiences or events.
W.11-12.3.b Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events, and/or
characters.
W.11-12.3.c Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone
and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
W.11-12.3.d Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or
characters.
W.11-12.3.e Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
Production and Distribution of Writing
W.11-12.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–
3 above.)
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
49 |Revised April 2013, Hotlinks updated May, 2014
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.
Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
Research to Build and Present Knowledge
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.11-12.8. 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.11-12.9.a Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including how two or more
texts from the same period treat similar themes or topics”).
W.11-12.9.b Apply grades 11–12 Reading standards to literary nonfiction (e.g.,
“Delineate and evaluate the reasoning in seminal U.S. texts, including the
application of constitutional principles and use of legal reasoning [e.g., in
U.S. Supreme Court Case majority opinions and dissents] and the
premises, purposes, and arguments in works of public advocacy [e.g., The
Federalist, presidential addresses]”).
Range of Writing
W.11-12.10. Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes.
Speaking and Listening
Comprehension and Collaboration
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades
11–12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
SL.11-12.1.a Come to discussions prepared, having read and researched material
under study; explicitly draw on that preparation by referring to evidence
from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
50 |Revised April 2013, Hotlinks updated May, 2014
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.
Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
SL.11-12.1.b Work with peers to promote civil, democratic discussions and decision-
making, set clear goals and deadlines, and establish individual roles as
needed.
SL.11-12.1.c Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on
a topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
SL.11-12.1.d Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions
when possible; and determine what additional information or research is
required to deepen the investigation or complete the task.
SL.11-12.2. Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed
decisions and solve problems, evaluating the credibility and accuracy of
each source and noting any discrepancies among the data.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice,
points of emphasis, and tone used.
Presentation of Knowledge and Ideas
SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of
reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a
command of formal English when indicated or appropriate.
Language
Conventions of Standard English
L.11-12.1. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.11-12.1.a Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
L.11-12.1.b Resolve issues of complex or contested usage, consulting references (e.g.,
Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
51 |Revised April 2013, Hotlinks updated May, 2014
Click on the links to return to the Sample Activities and Assessments for that unit.
I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,
SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.
Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-SBAC
Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-SL, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-SL, 4-SBAC
L.11-12.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.11-12.2.a Observe hyphenation conventions.
L.11-12.2.b Spell correctly.
Knowledge of Language
L.11-12.3. Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
L.11-12.3.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an understanding of syntax to the study of
complex texts when reading.
Vocabulary Acquisition and Use
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grades 11–12 reading and content,
choosing flexibly from a range of strategies.
L.11-12.4.a Use context (e.g., the overall meaning of a sentence, paragraph, or text;
a word’s position or function in a sentence) as a clue to the meaning of a
word or phrase.
L.11-12.4.b Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., conceive, conception,
conceivable).
L.11-12.4.c Consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning, its part of speech, its
etymology, or its standard usage.
L.11-12.4.d Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
L.11-12.5.a Interpret figures of speech (e.g., hyperbole, paradox) in context and
analyze their role in the text.
L.11-12.6. Analyze nuances in the meaning of words with similar denotations.
L.11-12.6.a Acquire and use accurately general academic and domain-specific
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.
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