grade 11 - morgan.k12.ky.us

MorganCountySchools EnlgishLanaguageArtsCurriculumMap Grade11

1

Grade 11

The ELA course for eleventh grade is devoted to a study of American literature from the colonial period to the late twentieth century. Because much of the early literature is nonfiction (diaries, letters, sermons, almanacs, speeches, and foundational documents), there are many opportunities to analyze historical and informational texts. Students come to see the fluid relationship between fiction and nonfiction: for instance, the literary tropes in Jonathan Edwards’ “Sinners in the Hands of an Angry God,” or the dual historical contexts of Arthur Miller’s The Crucible. In seminars, students discuss questions such as “Does Anne Bradstreet’s work typify or differ from the other Puritan literature that you have read?” and “How do Willy Loman and Tommy Wilhelm content with being ‘nobody’?” Throughout the year, students have opportunities to make connections with history, art, and other subjects. Essays range from the analytical to the creative: students might write a narrative essay in the style of Thoreau’s Walden or compare the treatment of a given theme in works from different genres. Students build on their writing skills from previous years, integrating multiple sources and perspectives into their work, reading literary criticism, and writing longer and more complex essays. To build appreciation of the sounds and rhythms of American literature, students continue to recite poems and speeches and refine their expressive delivery. By the end of the year, students have a foundation in American literature and are ready to branch out into European literature, which they study in twelfth grade.

Grade 11 Units

• UNIT 1 The New World • UNIT 2 A New Nation • UNIT 3 American Romanticism • UNIT 4 A Troubled Young Nation • UNIT 5 Emerging Modernism • UNIT 6 Challenges and Successes of the Twentieth Century


2

Grade 11 Unit 1

The New World This four-week unit, the first of six, allows students to experience the earliest American literature.

Overview:

Itfocusesprimarilyonthenonfictionprose—includingsermonsanddiaries—andsomepoetryintheseventeenthandearlyeighteenthcenturies.Studentsexaminetheworksofsomeoftheearliestsettlersinvariouspartsofthe“newworld.”TheyconsiderthesignificanceoftheintersectionofNativeAmerican,European,andAfricancultures.Theyexplorewhetherconflictswereinevitableandhowlanguageandreligionservedasbarriersandasbridges.StudentslookforemergingthemesinAmericanliterature,suchasthe“newEden”andthe“Americandream.”Finally,artworksfromtheperiodareexaminedfortheirtreatmentofsimilarthemes.

Essential Question: Why do people explore new worlds?

Focus Standards:

These Focus Standards have been selected for the unit from the Common Core State Standards.

• RL.11–12.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

• RL.11–12.9:Demonstrateknowledgeofeighteenth-,nineteenth-,andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

• RI.11–12.6:Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasiveness,orbeautyofthetext.

• W.11–12.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.

• SL.11–12.1:Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

• L.11–12.3:Applyknowledgeoflanguagetounderstandhowlanguagefunctionsindifferentcontexts,tomakeeffectivechoicesformeaningorstyle,andtocomprehendmorefullywhenreadingorlistening.


3

Student Objectives:

• IdentifyemergingthemesinearlyAmericanliterature.• ExplaintheFirstGreatAwakeningandhowitaffectedreligiousbeliefinColonialAmerica.• IdentifyandexplainelementsofPuritanliterature.• CompareandcontrasttheexperiencesofAmerica’searliestsettlers,asrevealedthroughthe

readingmaterial.• ExplaintheroleofreligioninearlyAmericanlife.

Suggested Works:

(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.

LITERARY TEXTS

Poems • “AnHymntotheEvening”(PhillisWheatley)(EA)• “ToHisExcellencyGeneralWashington”(PhillisWheatley)(EA)• “OnBeingBroughtfromAfricatoAmerica”(PhillisWheatley)(E)• “ToMyDearandLovingHusband”(AnneBradstreet)• “UpontheBurningofOurHouse”(AnneBradstreet)• “UponaSpiderCatchingaFly”(EdwardTaylor)• AnAlmanackfortheYearofOurLord1648(SamuelDanforth)(selections)• “TheDayofDoom”(MichaelWigglesworth)• “TheSot-WeedFactor”(EbenezerCook)Plays • TheCrucible(ArthurMiller)(EA)INFORMATIONAL TEXTS

• OfPlymouthPlantation(WilliamBradford)(selections)• “SinnersintheHandsofanAngryGod”(JonathanEdwards)• TheBloodyTenentofPersecution,forCauseofConscience(RogerWilliams)(selections)• AKeyintotheLanguageofAmerica(RogerWilliams)(selections)• TheSecretDiaryofWilliamByrdofWestover,1709-1712(WilliamByrd)(selections)• ANarrativeoftheCaptivityandRestorationofMrs.MaryRowlandson(MaryRowlandson)• TheSellingofJoseph:AMemorial(SamuelSewall)

Sample Activities and Assessments:

TeachersNote:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Ideasarestudentgeneratedinthisway.(Seminar/Essayassignmentsmayincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.Page


4

andwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.11-12.1,RL.11-12.10,SL.11-12.1)Seminar and Essay “DoesAnneBradstreet’sworktypifyordifferfromtheotherPuritanliteraturethatyouhaveread?”Writeanessayinwhichyouuseatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.11-12.9,W.11-12.9,SL.11-12.1)Seminar and Essay Selectonepassagefromoneofthepoemsandonefromoneoftheinformationaltextsthattreatasimilartheme.Howarethethemesrevealedinthedifferentgenres?Whatdifferenttechniques/literarydevicesdotheauthorsusetoconveytheme?Writeanessayinwhichyouuseatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.11-12.2,W.11-12.2,W.11-12.9,L.11-12.5)Seminar and Essay HowcouldcontemporaryAmericansapproachestoreligionbetracedtoPuritanorigins?Writeanessayinwhichyouuseatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RI.11-12.4,RI.11-12.9,W.11-12.2)Classroom Activity, Essay or Seminar Question ViewastagedorfilmversionofTheCrucible.Discussthequestion“IsJohnProctoratragicfigure?Whyorwhynot?”Comparehimtoothertragicfiguresstudiedingrade9,suchasOedipusRex.Writeanessayinwhichyouuseatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.11-12.3,RL.11-12.7)Speech Selectaonetotwominutepassagefromoneofthetextsandreciteitfrommemory.Includeanintroductionthatstates:WhattheexcerptisfromWhowroteitWhyitexemplifiesPuritanliterature.(RL.11-12.9,SL.11-12.6)RubricisattheendoftheunitTerminology:

• allegory• apostrophe• conceit• covenantofgrace• didacticpoetry• idealism• lyricpoetry• oxymoron• parallelism• pragmatism• sermon


5

• TheGreatAwakening


6

Grade 11 Unit 2

A New Nation This six-week unit, the second of six, examines the writers and documents associated with the founding of the new American nation, as well as some of the poetry and other prose of the time.

Overview:

Buildingonthethemesexploredinunitone,studentstracethemovementtowardsrevolutionandthecolonists’desiretoestablishanewgovernment,notingthedifferencesinopinionsbetweenfederalistsandanti-federalistsandhowtheargumentsweremade.StudentscomparetheradicalpurposeandtoneoftheDeclarationofIndependencetothemeasuredandlogicaltoneofthePreambletotheConstitution.TheywillanalyzetheexpressionofconflictbetweencolonistsandtheBritishgovernment,betweencolonistsandNativeAmericans,andbetweencolonistsandslaves.TheywillbegintorecognizetheemergingthemeinAmericanliteratureof“Americanexceptionalism.”Artworksfromtheperiodwillbeexaminedfortheirtreatmentofsimilarthemes.

Essential Question: What is unique about the founding of America?

Focus Standards:


• RL.11-12.4:Determinethemeaningofwordsandphrasesastheyareusedinthetext,includingfigurativeandconnotativemeanings;analyzetheimpactofspecificwordchoicesonmeaningandtone,includingwordswithmultiplemeaningsorlanguagethatisparticularlyfresh,engaging,orbeautiful.(IncludeShakespeareaswellasotherauthors.)

• RI.11-12.5:Analyzeandevaluatetheeffectivenessofthestructureanauthorusesinhisorherexpositionorargument,includingwhetherthestructuremakespointsclear,convincing,andengaging.

• RI.11-12.8:DelineateandevaluatethereasoninginseminalU.S.texts,includingtheapplicationofconstitutionalprinciplesanduseoflegalreasoning(e.g.,inU.S.SupremeCourtmajorityopinionsanddissents)andthepremises,purposes,andargumentsinworksofpublicadvocacy(e.g.,TheFederalist,presidentialaddresses).

• RI.11-12.9:Analyzeseventeenth-,eighteenth-,andnineteenth-centuryfoundationalU.S.documentsofhistoricalandliterarysignificance(includingTheDeclarationofIndependence,thePreambletotheConstitution,theBillofRights,andLincoln’sSecondInauguralAddress)fortheirthemes,purposes,andrhetoricalfeatures.

• W.11-12.1:Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

• SL.11-12.4:Presentinformation,findings,andsupportingevidence,conveyingaclearanddistinctperspective,suchthatlistenerscanfollowthelineofreasoning,alternativeoropposingperspectivesareaddressed,andtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andarangeorformalandinformaltasks.


7

• L.11-12.1:DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

Student Objectives:

• IdentifydefiningthemesinAmericanliterature,suchasAmericanexceptionalism.• IdentifyandexplainthehistoricandliterarysignificanceofAmerica’sfoundingdocuments.• Analyzehowtoneisestablishedinpersuasivewriting.• Analyzetheuseofliteraryelementsinpersuasivewriting.• Compareandcontrastpointsofviewonrelatedissues.• Analyzethequalitiesofaneffectiveargument(i.e.,examinethetruthfulnessandvalidityofthe

argument,aswellasitsrhetoricaldevices).• Applyknowledgeofeffectiveargumentswhenwritingoneofyourown.

Suggested Works:


LITERARY TEXTS

Poems • “TheStar-SpangledBanner”(FrancisScottKey)• “TheWildHoneysuckle”(PhilipFreneau)• “TheIndianBuryingGround”(PhilipFreneau)Prose • TheAutobiographyofBenjaminFranklin(BenjaminFranklin)• Equiano’sTravels:TheInterestingNarrativeoftheLifeofOlaudahEquiano,orGustavusVassa,

theAfrican(OlaudahEquiano)INFORMATIONAL TEXTS

Informational Text • “DeclarationofIndependence”(ThomasJefferson)(E)• “VirginiaStatuteofReligiousFreedom”(ThomasJefferson)(EA)• LettertoJohnAdams(1August1816)(ThomasJefferson)(EA)• BenjaminBanneker'sLettertoThomasJefferson(August19,1791)• ThomasJefferson'sLettertoBenjaminBanneker(August30,1791)• PreambletotheConstitution(E)• “TheWaytoWealth,”PoorRichard’sAlmanack(BenjaminFranklin)(selections)• SpeechtotheVirginiaConvention(PatrickHenry)(E)• CommonSenseorTheCrisis(ThomasPaine)(E)• FederalistNo.1(AlexanderHamilton)(E)• FederalistNo.10(JamesMadison)• TheCompleteAnti-Federalist(HerbertJ.Storing)(selections)• LettersfromanAmericanFarmer(J.HectorSt.JohndeCrèvecoeur)(selections)ART, MUSIC, AND MEDIA

Prompt: How did artists portray historical figures and events from the founding of America?


8

Art • EmanuelLeutze,WashingtonCrossingTheDelaware(1851)• JohnTrumbull,DeclarationofIndependence(1819)• JohnCopley,PaulRevere(ca.1768)• ThomasPritchardRossiter,WashingtonandLafayetteatMountVernon(1859)• GilbertStuart,JamesMonroe(ca.1820-1822)• GustavusHesselius,Lapowinsa(1735)• AugusteCouder,SiègedeYorktown(ca.1836)


TeachersNote:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Ideasarestudentgeneratedinthisway.(Seminar/Essayassignmentsmayincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.Pageandwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.11-12.1,SL.11-12.1)Essay ImaginethatyouareanearlyAmericancolonist.WritealettertoafamilymemberorfriendpersuadinghimorhertojoinyourfightforAmericanindependence.Useatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(W.11-12.1,W.11-12.9b)Essay WriteessayinwhichyouexplainMadison’suseoftheterm“faction”inFederalistNo.10.Useatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RI.11-12.4,W.11-12.2,W.11-12.9b)Seminar and Essay DoTheDeclarationofIndependenceandTheConstitutionsharesimilartones?Whyorwhynot?Useatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RI.11-12.9,W.11-12.9b,SL.11-12.1)Research Paper SelectoneofthetextsstudiedandwritearesearchpaperinwhichyoutracetheenduringsignificanceoftheworkthroughcontemporaryAmericanhistory.Citeatleastthreesecondarysourcestosupportanoriginalthesisstatement.(W.11-12.7,W.11-12.8,W.11-12.9).Oral Presentation Studentswillprepareandgiveaformaloralpresentationoftheresearchpaper,fieldingquestionsfrompeers.(SL.11-12.3,4)

Rubricisattheendoftheunit


9

Terminology:

• aphorism• Deism• federalism• anti-federalism• heroiccouplet• maxim• naturallaw• salvation• separationofchurchandstate


10

Grade 11 Unit 3

American Romanticism This six-week unit, the third of six, focuses on the emerging movement of American Romanticism in the early nineteenth century and the period leading up to the Civil War.

Overview:

StudentsexplorethisperiodasAmerica’sfirstprolificoneofliterature,byexaminingworksfromCooperandIrvingtoHawthorne,Melville,Poe,Whitman,Emerson,andThoreau.TheprominentthemeduringthisperiodinAmericanliteratureof“manifestdestiny”maybeintroducedbyreadingJohnO’Sullivan’sessay“Annexation.”StudentswillwrestlewithhowtheromanticsperceiveindividualismandhowthisfocusonindividualismrelatestootherthemesinAmericanliterature.TranscendentalismisexploredasanaspectofAmericanromanticismandstudentsshouldcomparethe“romantics”withthe“transcendentalists.”Teachersareencouragedtoselectonenovelandavarietyoftheotherpoetryandproseinordertogivestudentsmaximumexposuretothevariousworksoftheperiod.

Essential Question: What is American individualism?

Focus Standards:


• RL.11-12.2:Determinetwoormorethemesorcentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoproduceacomplexaccount;provideanobjectivesummaryofthetext.

• RL.11-12.9:Demonstrateknowledgeofeighteenth-,nineteenth-,andearly-twentieth-centuryfoundationalworksofAmericanliterature,includinghowtwoormoretextsfromthesameperiodtreatsimilarthemesortopics.

• RI.11-12.5:Analyzeandevaluatetheeffectivenessofthestructureanauthorusesinhisorherexpositionorargument,includingwhetherthestructuremakespointsclear,convincing,andengaging.

• W.11-12.3:Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,well-chosendetails,andwell-structuredeventsequences.

• SL.11-12.4:Presentinformation,findings,andsupportingevidence,conveyingaclearanddistinctperspective,suchthatlistenerscanfollowthelineofreasoning,alternativeoropposingperspectivesareaddressed,andtheorganization,development,substance,andstyleareappropriatetopurpose,audience,andarangeorformalandinformaltasks.

• L.11-12.4:Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrades11–12readingandcontent,choosingflexiblyfromarangeofstrategies.


11

Student Objectives:

• DefinethemajorcharacteristicsofAmericanromanticism(e.g.,useofsymbols,myth,andthe“fantastic”;venerationofnature,celebrationofthe“self,”isolationism).

• DefinetranscendentalismasanaspectofAmericanromanticismandexplainhowitdiffersfromit.

• TracecharacterizationtechniquesinAmericanromanticnovels.• Analyzethestructureandeffectivenessofargumentsintranscendentalistessaysstudied.

Suggested Works:


LITERARY TEXTS

Poems • “TheOldOakenBucket”(SamuelWoodworth)• “TheRaven”(EdgarAllanPoe)(E9-10)• “AnnabelLee”(EdgarAllanPoe)(EA)• “SongofMyself”(WaltWhitman)(E)• “IHearAmericaSinging”(WaltWhitman)(EA)• “WhenLilacsLastintheDooryardBloom’d”(WaltWhitman)(EA)• “ABirdcamedowntheWalk”(EmilyDickinson)(EA)• “ThisismylettertotheWorld”(EmilyDickinson)(EA)• “BecauseIcouldnotstopforDeath”(EmilyDickinson)(E)Short Stories • “TheFalloftheHouseofUsher”(EdgarAllanPoe)(EA)• “TheLegendofSleepyHollow”(WashingtonIrving)• “RipVanWinkle”(WashingtonIrving)• “Rappaccini’sDaughter”(NathanielHawthorne)(EA)• “TheMinister’sBlackVeil”(NathanielHawthorne)(EA)• “YoungGoodmanBrown”(NathanielHawthorne)(EA)• “BillyBudd”(HermanMelville)(E)• “ThePiazza”(HermanMelville)(EA)Novels • TheScarletLetter(NathanielHawthorne)(E)• ThePioneers(JamesFenimoreCooper)• Moby-Dick(HermanMelville)(EA)• UncleTom’sCabin(HarrietBeecherStowe)INFORMATIONAL TEXTS

Essays • “Self-Reliance”(RalphWaldoEmerson)(EA)• “SocietyandSolitude”(RalphWaldoEmerson)(E)• Walden;or,LifeintheWoods(HenryDavidThoreau)(E)• “CivilDisobedience”(HenryDavidThoreau)(EA)• “Annexation”UnitedStatesMagazineandDemocraticReview17,No.1(1845)(JohnO’Sullivan)


12

Speeches • "AddresstoWilliamHenryHarrison"(ShawneeChiefTecumseh,1810)

ART, MUSIC, AND MEDIA

Art • Paintings• FredericChurch,Niagara(1857)• GeorgeInness,TheLackannawaValley(1855)• AsherDurand,KindredSpirits(1849)• AlbertBierstadt,LookingDownYosemiteValley(1865)• JohnTrumbull


TeachersNote:Afterreadinganddiscussingaworkorpairingofworksasaclass,studentsprepareforseminarsandessaysbyreflectingindividually,inpairs,and/orinsmallgroupsonagivenseminar/essayquestion.Ideasarestudentgeneratedinthisway.(Seminar/Essayassignmentsmayincludemorethanonequestion.Teachersmaychooseoneorallthequestionstoexploreinthecourseoftheseminar;studentsshouldchooseonequestionfortheessay.)Seminarsshouldbeheldbeforestudentswriteessayssothattheymayexploretheirideasthoroughlyandrefinetheirthinkingbeforewriting.Pageandwordcountsforessaysarenotprovided,butteachersshouldconsiderthesuggestionsregardingtheuseofevidence,forexample,todeterminethelikelylengthofgoodessays.Infutureiterationsofthesemaps,linkstosamplesofstudentworkwillbeprovided.Collaborate Reflectonseminarquestions,takenotesonyourresponses,andnotethepagenumbersofthetextualevidenceyouwillrefertoinyourseminarand/oressayanswers.Shareyournoteswithapartnerforfeedbackandguidance.Haveyouinterpretedthetextcorrectly?Isyourevidenceconvincing?(RL.11-12.1,SL.11-12.1)Essay WriteanarrativeessayinthestyleofWalden.(W.11-12.3,W.11-12.9)Seminar and Essay AgreeordisagreewiththisEmersonquote:"WhatispopularlycalledTranscendentalismamongus,isIdealism;Idealismasitappearsin1842."Useatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RI.11-12.2,SL.11-12.6,W.11-12.9)Seminar and Essay SelectoneoftheshortstoriesandexplainwhyyouthinkitisagoodexampleofAmericanromanticism.Useatleastthreepiecesoftextualevidencetosupportanoriginalthesisstatement.(RL.11-12.1,RL.11-12.9,W.11-12.2,SL.11-12.1)Oral Commentary StudentswillbegivenanunseenpassagefromoneoftheotherworksbyHawthorneorMelville(teacher'schoice)andaskedtoprovideaten-minutecommentaryontwoofthefollowingquestions:Whatistheprimarysignificanceofthispassage?Identifythepoetictechniquesusedinthispoem(orextractfromapoem).Relatethemtothecontent.Whichpoetictechniquesinthispoemorextractfromapoemaretypicalofthewriter?Whataretheeffectsofthedominantimagesusedinthisextract?Whatdoyouthinktheimportantthemesinthisextractare?(RL.11-12.1,SL.11-12.4,6)


13

Terminology:

• alliteration• anaphora• assonance• consonance• individualism• lyricpoetry• manifestdestiny• metonymy• noblesavage• paradox• romanticism• synecdoche• transcendentalism• verbalirony


14

Grade 11 Unit 4

A Troubled Young Nation This eight-week unit, the fourth of six, examines the literature of the late nineteenth century in America, exploring in particular the themes related to the evolving young nation, such as the challenges of westward expansion, slavery, the changing role of women, regionalism, the displacement of Native Americans, the growth of cities, and immigration.

Overview:

Therangeanddepthofpotentialtopicscoveredinthisheftyunitmightbetailoredtosuitvariousclassroompopulations.BuildingonthepreviousunitinwhichindividualismfiguresasaprominentthemeinAmericanromanticismandtranscendentalism,thisunitexplorestheexpandingideaoftheAmericanindividualandtherelatedideaofthepursuitoflibertyinvariousforms.TeachersareencouragedtohavestudentsreadTheAdventuresofHuckleberryFinn,aclassicAmericannovelthatdealswithissuesofracismandslavery,andraisesimportantquestionsaboutwhatAmericapromisesandtowhom.BeyondTheAdventuresofHuckleberryFinn,teacherscouldselectfromamongtheothernovelslistedoraskdifferentstudentstoreaddifferentnovels,suchthatthevarietyoftheircompellingthemesmaybesharedanddiscussedasaclassviaoralpresentationsandseminars.Teachersareencouragedtosampleheavilyfromtheinformationaltexts,asmanyarecriticalespeciallytounderstandingtheeraoftheCivilWarandthestruggletofulfillAmerica’spromise.

Essential Question: What is an American?

Focus Standards:


• RL.11-12.3:Analyzetheimpactoftheauthor’schoicesregardinghowtodevelopandrelateelementsofastoryordrama(e.g.,whereastoryisset,howtheactionisordered,howthecharactersareintroducedanddeveloped).

• RI.11-12.3:Analyzeacomplexsetofideasorsequenceofeventsandexplainhowspecificindividuals,ideas,oreventsinteractanddevelopoverthecourseofthetext.

• W.11-12.5:Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificantforaspecificpurposeandaudience.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1–3uptoandincludinggrades11–12onpage54.)

• SL.11-12.2:Integratemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,visually,quantitatively,orally)inordertomakeinformeddecisionsandsolveproblems,


15

evaluatingthecredibilityandaccuracyofeachsourceandnotinganydiscrepanciesamongthedata.

• L.11-12.2:DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

Student Objectives:

• DetermineandanalyzethedevelopmentofthethemeorthemesinAmericanliteratureofthenineteenthcentury(e.g.,freedom,theAmericandream,racism,regionalism,survival,“individualvs.society,”and“civilizedsociety”vs.thewilderness).

• Comparethetreatmentofrelatedthemesindifferentgenres(e.g.,TheAdventuresofHuckleberryFinnandNarrativeoftheLifeofFrederickDouglass,anAmericanSlave).

• ExplainhowcharactersinfictionalinlatenineteenthcenturyAmericaexpressthechallengesfacingAmericaatthetime,citingbothtextualevidencefrombothfictionandnonfictiontomakethecase.

Suggested Works:


LITERARY TEXTS

Folk Tales • “PromisesofFreedom”• “PlantationProverbs”(UncleRemus)• “AllGod’sChildrenHadWings”• “TheSignifyingMonkey”Short Stories • “RomanFever”(EdithWharton)• “TheCelebratedJumpingFrogofCalaverasCounty”(MarkTwain)(EA)• “WhatStumpedtheBluejays”(MarkTwain)(EA)Novels • TheAdventuresofHuckleberryFinn(MarkTwain)(EA)• TheAwakening(KateChopin)• EthanFrome(EdithWharton)• DaisyMiller(HenryJames)• TheCalloftheWild(JackLondon)• SisterCarrie(TheodoreDreiser)• MyÁntonia(WillaCather)INFORMATIONAL TEXTS

Historical Nonfiction • LettertoAlbertG.Hodges(AbrahamLincoln)(EA)• NarrativeoftheLifeofFrederickDouglass,anAmericanSlave,WrittenbyHimself(Frederick

Douglass)(EA)(selections)• UpFromSlavery:AnAutobiography(BookerT.Washington)• TheNarrativeofSojournerTruth(SojournerTruthandOliveGilbert)• DeclarationofSentiments,SenecaFallsConvention(1848)


16

• “TheHigherEducationofWomen”AVoicefromtheSouth(AnnaJuliaCooper)• TheAutobiographyofanEx-ColouredMan(JamesWeldonJohnson)• TwentyYearsatHullHouse(JaneAddams)(selections)Speeches • “AHouseDivided”(AbrahamLincoln)(EA)• “TheGettysburgAddress”(AbrahamLincoln)(E)• "Ain’tIawoman?”(SojournerTruth)(May29,1851)• “Iwillfightnomoreforever”(ChiefJosephtheYoungeroftheNezPerceNation)(October5,

1877)ART, MUSIC, AND MEDIA

Music Spirituals

• “GoDown,Moses”(Traditional)• “SwingLow,SweetChariot”(Traditional)• “IThankGodI’mFreeatLas”(Traditional)• “LiftEveryVoiceandSing”(JamesWeldonJohnson)(E)Art Painters

• ThomasEakins• WinslowHomerFilm

"Unchained Memories" (HBO Documentary, in conjunction with the Library of Congress, 2003) (Readings From the Slave Narratives)


Teachers Note: After reading and discussing a work or pairing of works as a class, students prepare for seminars and essays by reflecting individually, in pairs, and/or in small groups on a given seminar/essay question. Ideas are student generated in this way. (Seminar/Essay assignments may include more than one question. Teachers may choose one or all the questions to explore in the course of the seminar; students should choose one question for the essay.) Seminars should be held before students write essays so that they may explore their ideas thoroughly and refine their thinking before writing. (Click here to see a sample seminar scoring rubric.) Page and word counts for essays are not provided, but teachers should consider the suggestions regarding the use of evidence, for example, to determine the likely length of good essays. In future iterations of these maps, links to samples of student work will be provided.

Collaborate Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.11-12.1, SL.11-12.1)

Essay and Seminar Write an essay in which you agree or disagree with the following statement, offering at least three pieces of evidence from the texts to support an original thesis statement: “Women in nineteenth century America could not really be free.” (RL.11-12.1, W.11-12.1)

Essay and Seminar


17

Choose two women from among the works studied and compare and contrast their life experiences, noting the ways in which they either exemplified or were an exception to the times in which they lived. Use at least three pieces of evidence from the texts to support an original thesis statement. (RL.11-12.1, RI.11-12.10, W.11-12.1, W.11-12.9)

Essay and Seminar “Does Huckleberry Finn embody the values inherent in the American Dream?” Write an essay in which you use at least three pieces of evidence to support an original thesis statement. (RL.11-12.9, SL.11-12.1, W.11-12.9)

Essay and Seminar How does Twain address the issue of slavery in The Adventures of Huckleberry Finn. Use at least three pieces of textual evidence to support an original thesis statement. (RL.11-12.6, W.11-12.2, W.11-12.9)

Speech Recite “The Gettysburg Address” from memory. Include an introduction that discusses why the excerpt exemplifies America’s core conflicts and its finest values. (RI.11-12.9, SL.11-12.3)

Oral Presentation Create a multimedia presentation that summarizes one of the novels you’ve read and present questions that you think the novel raises about its uniquely American themes. (RL.11-12.1, W.11-12.6, SL.11-12.5)

Rubric is at the end of the unit.

Terminology:

• Abolition• AmericanDream• assimilation• autobiography• biography• determinism• the“meltingpot”• mood• naturalism• realism• regionalism• satire


18

Grade 11 Unit 5

Emerging Modernism This six-week unit, the fifth of six, addresses early twentieth century American literature, including the Harlem Renaissance and “The Lost Generation.”

Overview:

IttracestheemergenceofAmericanmodernism,includingsomeliteraturefromWorldWarI,andtrackstheliteratureof“disillusionment”thatfollowedthewar.StudentsexploreRobertFrost’svisionofnatureasmodernistratherthantranscendentalinitsperspective.TheyidentifythealienationofthemodernmanandthetensionsthatareembeddedinthemodernistworksofF.ScottFitzgeraldandErnestHemingway.TheworksofCounteeCullen,LangstonHughes,andZoraNealeHurstonillustratethebreadthoftheHarlemRenaissanceliterarymovement.Informationalandcriticaltextsenrichthestudents’analysisofthetexts.

Essential Question:

How did modernization result in isolation and disillusionment in the early American twentieth century?

Focus Standards:


• RL.11-12.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

• RL.11-12.6:Determineanauthor’spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,persuasiveness,orbeautyofthetext.

• RI.11-12.1:Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext,includingdeterminingwherethetextleavesmattersuncertain.

• W.11-12.4:Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.(Grade-specificexpectationsforwritingtypesaredefinedinstandards1–3above.)

• SL.11-12.5:Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractiveelements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidenceandtoaddinterest.


19

• L.11-12.6:Acquireanduseaccuratelygeneralacademicanddomain-specificwordsandphrases,sufficientforreading,writing,speaking,andlisteningatthecollegeandcareerreadinesslevel;demonstrateindependenceingatheringvocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

Student Objectives:

• DefineandexplaintheoriginsoftheHarlemRenaissance.• Exploretherelationshipbetweenhistoricaleventsandliteratureastheyemergeintheworksof

HarlemRenaissancepoetsandauthors.• Defineandexplain“TheLostGeneration,”notingexperimentalaspectsofsomeworks.• NotetherelationshipbetweenthemesinearlytwentiethcenturyAmericanliteratureand

nineteenthcenturyAmericanthought.• Identifymodernistideas(usingtheinformationaltext).• Analyzetherelationshipbetweenmoderniststyleandcontent.• Examineevidenceofthealienationof“modernman.”

Suggested Works:


LITERARY TEXTS

Poems • “Tableau”(CounteeCullen)(EA)• “YetDoIMarvel”(CounteeCullen)(E)• “RichardCory”(E.A.Robinson)• “TheHouseontheHill”(E.A.Robinson)• “TheNegroSpeaksofRivers”(LangstonHughes)(EA)• “MothertoSon”(LangstonHughes)(EA)• “Harlem”(LangstonHughes)(EA)• “TheDeathoftheHiredMan”(RobertFrost)(EA)• “Birches”(RobertFrost)(EA)• “TheRoadNotTaken”(RobertFrost)(E)• “TheLoveSongofJ.AlfredPrufrock”(T.S.Eliot)(E)• “Poetry”(MarianneMoore)• ThePisanCantos(EzraPound)(selections)• “DominationofBlack”(WallaceStevens)• “AHigh-TonedOldChristianWoman”(WallaceStevens)• “ConscientiousObjector”(EdnaStVincentMillay)(EA)• “IntheDordogne”(JohnPealeBishop)• “Grass”(CarlSandburg)(EA)• “TheSilentSlain”(ArchibaldMacLeish)Short Stories • “ARoseforEmily”(WilliamFaulkner)(EA)• “HillsLikeWhiteElephants”(ErnestHemingway)(EA)


20

• “TheSnowsofKilimanjaro”(ErnestHemingway)(EA)• “AClean,Well-LightedPlace”(ErnestHemingway)(EA)Novels • TheirEyesWereWatchingGod(ZoraNealeHurston)(E)• TheGreatGatsby(F.ScottFitzgerald)(E)• AsILayDying(WilliamFaulkner)(E)• AFarewelltoArms(ErnestHemingway)(E)• ThePearl(JohnSteinbeck)(EA)• OfMiceandMen(JohnSteinbeck)(EA)• Winesburg,Ohio(SherwoodAnderson)(selections)Plays • ThePianoLesson(AugustWilson)INFORMATIONAL TEXTS

Speeches • BlackElkSpeaks(BlackElk,astoldthroughJohnG.Neihardt)(selections)• “TheSolitudeofSelf”(ElizabethCadyStanton)(February20,1892)• “Freedom”(White)• “TheSpiritofLiberty”speechat“IAmanAmericanDay”(1944)(LearnedHand)(EA)Essays • “IfBlackEnglishIsn’taLanguage,ThenTellMe,WhatIs?”(JamesBaldwin)ART, MUSIC, AND MEDIA

Art • MarsdenHartley,MountKatahdin,Maine(1942)• GeorgiaO’Keefe,Ram’sHead,BlueMorningGlory(1938)• AlfredStieglitz,FromtheBackWindow,291(1915)• JacobLawrence,WarSeries:TheLetter(1946)• CharlesSheeler,Criss-CrossedConveyors,RiverRougePlant,FordMotorCompany(1927)• StuartDavis,Owh!InSanPao(1951)• CharlesDemuth,MyEgypt(1927)• ArthurDove,Goat(1934)• ImogenCunningham,Calla(1929)


Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual Teachers Note: After reading and discussing a work or pairing of works as a class, students prepare for seminars and essays by reflecting individually, in pairs, and/or in small groups on a given seminar/essay question. Ideas are student generated in this way. (Seminar/Essay assignments may include more than one question. Teachers may choose one or all the questions to explore in the course of the seminar; students should choose one question for the essay.) Seminars should be held before students write essays so that they may explore their ideas thoroughly and refine their thinking before writing. Page and word counts for essays are not provided, but teachers should consider the suggestions regarding the use of evidence, for example, to determine the likely length of good essays. In future iterations of these maps, links to samples of student work will be provided.


21


Seminar and Essay What are the effects of the shifting point of view on the reader’s understanding of events in As I Lay Dying. Why do you think Faulkner chose to tell the story from different points of view? Use at least three pieces of textual evidence to support an original thesis. (RL.11-12.3, RL.11-12.5, W.11-12.2, W.11-12.9a, L.11-12.5)

Seminar and Essay Agree or disagree with the following statement: “Prufrock and Gatsby have similar characters.” Use at least three pieces of textual evidence to support an original thesis. (RL.11-12.1, RL.11-12.5, SL.11-12.4, W.11-12.9a)

Seminar and Essay After reading James Baldwin’s essay, “If Black English Isn’t a Language, Then Tell Me, What Is?” and Zora Neale Hurston's Their Eyes Were Watching God, discuss the pivotal role that dialect plays in Their Eyes Were Watching God. Use at least three pieces of textual evidence to support an original thesis. (RL.11-12.1, RL.11-12.4, RL.11-12.6, RL.11-12.9, SL.11-12.4, W.11-12.9a)

Multimedia Presentation Make a formal multimedia presentation in which you define and discuss “The Lost Generation” in American literary history. Cite at least three sources. (RL.11-12.9, W.11-12.6, SL.11-12.5)

Oral Presentation Discuss what you think Learned Hand meant when he said of Americans, “For this reason we have some right to consider ourselves a picked group, a group of those who had the courage to break from the past and brave the dangers and the loneliness of a strange land.” Cite examples from works read in this unit and describe how the characters exhibit this quality. (RL.11-12.9, SL.11-2.4, L.11-12.5)


Terminology:

• alienation• Americanmodernism• dialect• disillusionment• flashback• foreshadowing• “GreatMigration”• HarlemRenaissance• industrialization• interiormonologue• TheLostGeneration• motif• streamofconsciousness• villanelle


22

Grade 11 Unit 6

Challenges and Successes of the Twentieth Century This six-week unit, the sixth of six, concludes the exploration of the American experience by addressing literary and nonfiction texts that reflect the challenges and successes of America in the latter half of the twentieth century.

Overview:

Itincludesafewtitlesfromthetwenty-firstcenturyaswell.TheunittracestheflourishingoftheAmericanshortstoryandthedevelopmentofthenovelanddramassinceWorldWarII.Studentswillreadmastersofthesouthernshortstory—writerslikeEudoraWeltyandFlanneryO’Connor.TheunitalsoexploresworksbyRichardWrightandRalphEllison,whosetextsexposetensionswithintheemergingAfricanAmericanliterarytradition.The1960sarerichwithbothinformationalandliteraryworksmirroringprofoundculturalshiftsintheAmericanlandscape.Thisunitalsoemphasizeshowthechangingpoliticallandscape,includingthewordsofleaderslikeJohnFitzgeraldKennedyandRonaldReagan,shapedtheworldinwhichwelive.

Essential Question:

Does twentieth-century American literature represent a fulfillment of America’s promise, as discussed in unit four?

Focus Standards:


• RL.11-12.5:Analyzehowanauthor’schoicesconcerninghowtostructurespecificpartsofatext(e.g.,thechoiceofwheretobeginorendastory,thechoicetoprovideacomedicortragicresolution)contributetoitsoverallstructureandmeaningaswellasitsaestheticimpact.

• RL.11-12.7:Analyzemultipleinterpretationsofastory,drama,orpoem(e.g.,recordedorliveproductionofaplayorrecordednovelorpoetry),evaluatinghoweachversioninterpretsthesourcetext.(IncludeatleastoneplaybyShakespeareandoneplaybyanAmericandramatist.)

• RI.11-12.2:Determinetwoormorecentralideasofatextandanalyzetheirdevelopmentoverthecourseofthetext,includinghowtheyinteractandbuildononeanothertoprovideacomplexanalysis;provideanobjectivesummaryofthetext.

• W.11-12.2:Writeinformative/explanatorytextstoexamineandconveycomplexideas,concepts,andinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.


23

• SL.11-12.3:Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric,assessingthestance,premises,linksamongideas,wordchoice,pointsofemphasis,andtoneused.

• L.11-12.6:Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

• Interpretfiguresofspeech(e.g.,hyperbole,paradox)incontextandanalyzetheirroleinthetext.

• Analyzenuancesinthemeaningofwordswithsimilardenotations.

Student Objectives:

• Analyzethedevelopmentoftheshortstoryinpost-WorldWarIIAmerica.• Tracethedevelopmentofthe“southerngothic”traditioninAmericanliterature.• DistinguishbetweenthetwodistinctviewswithintheAfrican-Americanliterarytraditionas

representedbyRichardWrightandRalphEllison.• ExplorethenatureofAfrican-Americanliteratureduringthecivilrightsmovementfollowing

WorldWarII.• Recognizetheemergenceofdynamicviewsrepresentedinliterarytextsbyfirst-andsecond-

generationAmericans.• Explainhowthe“BeatGeneration”challengestraditionalformsandsubjectsinliterature.• Identifymultiplepostmodernistapproachestocriticalanalysisofliterature.• Notetheinfluencethatpostmodernismhashadonthe“commonreader.”

Suggested Works:


LITERARY TEXTS

Short Stories • “PetrifiedMan”(EudoraWelty)• “AGoodManisHardtoFind”(FlanneryO’Connor)• “TheSwimmer”(JohnCheever)• “ASmall,GoodThing”(RaymondCarver)• “FlyingHome”(RalphEllison)• “TheManWhoWasAlmostaMan”(RichardWright)• “A&P”(JohnUpdike)• “WhereAreYouGoing,WhereHaveYouBeen?”(JoyceCarolOates)Plays • DeathofaSalesman(ArthurMiller)• AStreetcarNamedDesire(TennesseeWilliams)Novels • InvisibleMan(RalphEllison)• NativeSon(RichardWright)


24

• SeizetheDay(SaulBellow)• TheCatcherintheRye(J.D.Salinger)• Cat’sCradle(KurtVonnegut)• TheJoyLuckClub(AmyTan)• LoveMedicine(LouiseErdrich)• SongofSolomon(ToniMorrison)• AllthePrettyHorsesorTheRoad(CormacMcCarthy)Poems • “Sestina”(ElizabethBishop)(E)• “TheFish”(ElizabethBishop)(EA)• “OneArt”(ElizabethBishop)(EA)• “America”(AllenGinsberg)• “LoveCallsustotheThingsofThisWorld”(RichardWilbur)• “SkunkHour”(RobertLowell)• “MemoriesofWestStreetandLepke”(RobertLowell)• “JulyinWashington”(RobertLowell)• “TheBlackSwan”(JamesMerrill)• “TheOctopus”(JamesMerrill)• “Daysof1964”(JamesMerrill)INFORMATIONAL TEXTS

Speeches • “AddresstotheBroadcastingIndustry”(NewtonMinow)• InauguralAddress(JohnF.Kennedy)(January20,1961)• “BrandenburgGateAddress”(RonaldReagan)(June12,1987)Essays • “OnBeinganAmerican”(H.L.Mencken)• “Seeing”orotheressaysfromPilgrimatTinkerCreek(AnnieDillard)• “LetterfromaBirminghamJail”(MartinLutherKing,Jr.)Biography and Autobiography • Patton:ABiography(AlanAxelrod)(selections)• TheAutobiographyofMalcolmX:asToldtoAlexHaley(MalcolmX)(selections)Historical Nonfiction • TheFeminineMystique(BettyFriedan)ART, MUSIC, AND MEDIA

Music • “ThisLandisYourLand”(WoodyGuthrie)• “WhereHaveAlltheFlowersGone?”(PeteSeeger)• “Blowin’intheWind”(BobDylan)Media • AStreetcarNamedDesire(1951)• AStreetcarNamedDesire(1955)


25


Teachers Note: After reading and discussing a work or pairing of works as a class, students prepare for seminars and essays by reflecting individually, in pairs, and/or in small groups on a given seminar/essay question. Ideas are student generated in this way. (Seminar/Essay assignments include more than one question. Teachers may choose one or all the questions to explore in the course of the seminar; students should choose one question for the essay.) Seminars should be held before students write essays so that they may explore their ideas thoroughly and refine their thinking before writing. Page and word counts for essays are not provided, but teachers should consider the suggestions regarding the use of evidence, for example, to determine the likely length of good essays. In future iterations of these maps, links to samples of student work will be provided.


Seminar and Essay Discuss the characterization techniques authors use to create Huckleberry Finn, Jay Gatsby, and John Grady Cole. How are they the same? How are they different? Are some more effective than others? Why? Use at least three pieces of evidence to support your original thesis statement. (RL.11-12.3, W.11-12.2, SL.11-12.1, L.11-12.5)

Seminar and Essay Compare a scene from the 1951 film of A Streetcar Named Desire with the same scene in the 1995 film or a stage performance. Do you think the film or stage production is faithful to the author’s intent? Why or why not? Cite at least three pieces of evidence to support an original thesis statement. (RL.11-12.7, W.11-12.2, SL.12.1)

Seminar and Essay “How do Willy Loman and Tommy Wilhelm contend with being ‘nobody’?” Cite at least three pieces of evidence to support an original thesis statement. (RL.11-12.9, W.11-12.2, SL.11-12.1, W.11-12.9a)

Oral Presentation Play recordings of two of the poets reading their work. Make a presentation to the class about how their reading influences one’s interpretation of the poem (e.g., tone, inflection, pitch, emphasis, pauses, etc.). (RL.11-12.4, W. 11-12.6, SL.11-12.4, SL.11-12.5, SL.11-12.6)

Research Paper Write a research paper in which you trace the influence of World War II on American literature. Cite at least three pieces of textual evidence and three secondary sources to support your original thesis statement. (RL.11-12.1, W.11-12.7, W.11-12.8, W.11-12.9)

Oral Commentary Students will be given an unseen passage from a contemporary novel, poem, or short story and asked to provide a ten minute commentary on two of the following questions:

• Whataretheeffectsofthedominantimagesusesinthisextract?• Identifythepoetictechniquesusedinthispoem(orextractfromapoem).Relatethemtothe

content.


26

• Whatdoyouthinktheimportantthemesinthisextractare?(RL.11-12.1,4,SL.11-12.4)


Terminology:

• Beatniks/thebeatgeneration• minimalism• non-linearnarratives• parody• pastiche• postmodernism

grade 11 - morgan.k12.ky.us

Documents